Teachers' Commitment and Motivation in Relation to Learners' Performance

TEACHERS' COMMITMENT AND
MOTIVATION IN RELATION TO
LEARNERS’ PERFORMANCE
DANILYN R. CERVAÑEZ
RESEARCHER
STI WEST NEGROS UNIVERSITY
SCHOOL OF GRADUATE STUDIES

STATEMENTOFTHEPROBLEM
This study aimed to determine the levels of teachers’ commitment, motivation in
relation to the learners’ performance in one of the secondary schools of a large-sized
schools division in Central Negros forthe School Year 2023-2024.
Furthermore,this study sought to answer the followingquestions:
1. What is the profileof the respondents in terms of the followingvariables?
a. Age
b. Civil Status
c. Highest Educational Attainment
d. Length of Service
e. Average Family Monthly Income

2. What is the level of teachers’commitmentin termsof the followingareas?
a. Affective
b. Continuance
c. Normative
3. What is the level of teachers’motivation according to the followingareas?
a. Intrinsic
b. Extrinsic
4. What is the level of teachers’commitmentwhen groupedaccording to the
aforementionedvariables?
5. What is the level of teachers’ motivation when groupedaccordingto the
aforementionedvariables?

6. What is the level of learners’ performance for the first and
second quarter of the school year 2023-2024?
7. Is there a significant difference in the level of teachers’
commitment when grouped and compared according to the
aforementioned variables?
8. Is there a significant difference in the level of teachers’
motivation when grouped and compared according to the
aforementioned variables?
9. Is there a significant relationship between teachers’
commitment and level of learners’ performance?
10. Is there a significant relationship between teachers’
motivation and level of learners’ performance?

VALIDITY
For this study, the validity score is 4.69, interpreted as Excellent
which means that the instrument is indeed valid.
RELIABILITY
For this study the reliability index for Commitmentwas .852,
interpreted as Good. For Motivation, it was .867, interpreted as
“Good”. This means that the instrument was indeed reliable.

1. What is the profile of the
respondents in terms of the
following variables?
a. Age
b. Civil Status
c. Highest Educational
Attainment
d. Length of Service
e. Average Family Monthly
Income
None Descriptive Mean

FINDINGS IMPLICATIONS
The profile of the respondents in terms
of age, there are 66 or 49.30% younger
respondents and 68 or 50.70% older
respondents. In terms of civil status, 59
or 44.00% are single and 75 or 56.00%
are married. In terms of highest
educational attainment, 62 or
46.3% belonged to lower group and 72
or 53.7% belonged to higher group. In
terms of length of service, 83 or 61.9%
belonged to shorter tenure group and
51 or 38.1% belonged to longer tenure
group. In terms of average family
monthly income, 60 or 44.80%
belonged to lower group and 74 or
55.20% belong to higher group.
The results shows that the number of
younger and older respondents were
almost equal. In terms of their civil
status, majority of the respondents are
married. Majority of the respondents
have post graduate degrees. Most of
them are non-tenured yet belonging to
higher income bracket.
This implies that the opinion of the
respondents is influenced by married
respondents who have post graduate
studies and those belonging to the
higher income level.

2. What is the
level of teachers’
commitment in
terms of the
following areas?
a. Affective
b. Continuance
c. Normative

Level of teachers’ commitment in the area
of Affective, Item No. 2 which states “As a
teacher, I assist every learner in need” got
the lowest mean score of 4.29, interpreted as
high level.
The lowest mean is on high level and while this would regularly
mean to have an issue, this particular case could be
interpreted as an opportunity for teachers to maintain or even
improve further in showing affective commitment towards
learners. As shown on the results, there is a need for some
teachers to be more engaged, individually, in assisting learners
who are in need as a valid sign of higher commitment. These
learning needs can be addressed with the sustained
commitment of teachers to show compassion to learners who
are in need.
of Continuance, Item no. 1 which states “am
able save from my salary” got the lowest
mean score of 3.43, interpreted as moderate
level.
The results showed that some teachers have issues keeping
aside some extra amount as savings from their salary. While it
is true that part of teachers’ commitment is centered on the
continuance of their job, salary versus expense these days
hardly match. This is the reality out there, that teachers could
barely save from their own earnings due to the present
economic condition of our country.
of Normative, Item no. 5 which states “set
an example to learners and co-teachers by
coming to school ahead of time” got the
lowest mean score of 4.19, interpreted as
high level.
The lowest mean score talks about setting an example to other
teachers about coming to work early. One of the reasons why
this line item got the lowest mean score is that, teachers are
naturally early risers and because of the early schedule of
classes. There is no need for each one of them to influence
others to come early as they all come to work early and that is
the actual norm among teachers in school. This is called
professionalism at work.

3. What is the
motivation
according to the
following areas?
a. Intrinsic
b. Extrinsic

Level of teachers’ motivation in the area of
Intrinsic, Item no. 5 which states “have more
opportunities for promotions” got the lowest
mean score of 4.19, interpreted as high level.
This implies that some teachers see very little
opportunity for career growth as teachers. This
could be attributed to the fact that the
competition for lateral promotions is indeed
safe, with almost every struggling to earn
higher degrees to earn more promotional
points. However, it must be emphasized that
despite the seeming limitations in teachers’
promotions, their unwavering commitment to
adhere with educators’ norms remains really
high.
Level of teachers’ motivation in the area of
Extrinsic, Item No. 5 which states “receive a
good health care for me and my family” got the
lowest mean score of 3.93, interpreted as high
level.
Motivation-wise, this result showed that there
is a need to address teachers’ concern about
having a reliable and working healthcare plan
that will include their family members,
particularly their children. It is very important
for teachers to remain motivated with many
perks from school, and top of all, is their need
to medically insured, at the very least.

4. What is the
commitment
when grouped
according to the
aforementioned
variables?

Level of teachers’ commitment in the area of
Affective when grouped according to Age, Item no. 2
which states “assist every learner in need” got the lowest
mean score of 4.35 for younger group and 4.24 for older
group, interpreted as high level.
From both younger and older respondents, there is a
common area where teachers find an opportunity to
improve their commitment and that is by getting more
engaged in assisting individual learners with their
academic needs. At times this is hard for some teachers
because this may entail their times and resources. .
Continuance when grouped according to Age, Item no.
1 which states “am able save from my salary” got the
lowest mean score of 3.53 for younger group, interpreted
as moderate level and 3.32 for older group, interpreted as
high level.
The result implies that teachers’ ability to save from their
own earnings is an issue. This has been a long standing-
issue and from the olden days, teachers’ salary is being
pointed to as the prime reason. Nowadays, teachers’
salaries are augmented but still way too low to have
much savings. The current volatility of the economic
situation of the country renders more teachers to have
none or very little savings, if there are.
Normative when grouped according to Age, Item no. 5
which states “set an example to learners and co-teachers
by coming to school ahead of time” got the lowest mean
score of 4.27 for younger group and 4.12 for older group,
interpred as high level.
Across age groups, this result shows that influencing co-
workers to come to school early is a non-priority or least
practiced among teachers. Teachers are, by nature,
reporting to school very early each day and they must
have mastered the art of being prompt. Attendance issues
among teachers is a red flag from among possible
infractions because there are students waiting for them.
Coming to school early is a great part of their professional
responsibility.

Affective when grouped according to Civil Status,
Item no. 2 which states “assist every learner in need”
got the lowest mean score of 4.32 for single group
and 4.27 for married group, interpreted as high
level.
This implies that across single and married groups,
one opportunity teachers see on how to improve
their commitment is by being available to students
who may have different learning needs or any other
academic needs. This got the lowest mean score
because attending to individual learners’ needs may
require time and resources.
Continuance when grouped according to Civil
Status, Item no. 1 which states “am able save from
my salary” got the lowest mean score of 3.41 for
single group and 3.44 for married group, interpreted
as moderate level.
This implies that regardless of their marital statuses,
some teachers are really unable set aside a decent
amount as savings. This clearly indicates that
teachers’ salary is just enough for daily subsistence.
Regardless, however, teachers are meant to deliver.
Normative when grouped according to Civil
Status, Item no. 5 which states “set an example to
learners and co-teachers by coming to school ahead
of time” got the lowest mean score of 4.17 for single
group and 4.21 for married group, interpreted as
high level.
The result shows the accepted norm in the teaching
world is for them to come early to school early in the
morning without being forced to or coerced. This line
item being the lowest simply indicate that there is no
need for teachers to remind each other that they
need to be prompt in reporting for work because this
is a part of their professional accountability which
can greatly affect learners’ performance.

Affective when grouped according to Highest
Educational Attainment, Item no. 2 which states
“assist every learner in need” got the lowest mean
score of 4.35 for lower group and 4.24 for higher
Regardless of their educational attainment, the
challenge for both groups are on how to help and
assist learners who are in dire academic needs. As
this mean score is on high level, despite its being the
lowest mean, this area is an opportunity for teachers
to be proactive in extending support to learners.
Continuance when grouped according to Highest
Educational Attainment, Meanwhile, Item no. 1
which states “am able save from my salary” got the
lowest mean score of 3.39 for lower group and 3.46
for higher group, interpreted as moderate level.
This means that regardless of their educational
attainments, teachers indicated some difficulties in
saving money because of the fact that their income
is not really that big and whatever is left is also
being used for day-to-day subsistence. Teachers’
salary is indeed very important for teachers, and this
increases their continuance commitment.
Normative when grouped according to Highest
Educational Attainment, Item no. 5 which states
“set an example to learners and co-teachers by
coming to school ahead of time” got the lowest mean
group, interpreted as moderate level.
This implies that attendance, or being prompt to
school is not really an issue among teachers because
coming to school very early in the morning, each
passing day, is a living testament of the norm they
are used to.

Affective when grouped according to length
of Service, Item no. 2 which states “assist every
learner in need” got the lowest mean score of
4.39 for shorter group and 4.14 for longer group,
interpreted as high level.
Both tenured and non-tenured respondents are
in agreement that they need to improve in
ensuring that every learners’ needs are properly
addressed by teachers.
Continuance when grouped according to
length of Service, Item no. 1 which states “am
able save from my salary” got the lowest mean
score of 3.47 for shorter group and 3.35 for
longer group, interpreted as moderate level.
This means that having a small savings from
their own salary is quite a hurdle for many
teachers. The amount they are receiving are but
good for theirs and their family’s immediate
needs.
Normative when grouped according to length
of Service, Item no. 5 which states “set an
example to learners and co-teachers by coming
to school ahead of time” got the lowest mean
score of 4.28 for shorter group and 4.06 for
longer group, interpreted as high level.
This means that there is no need for teachers to
be convinced by fellow teachers to be prompt in
coming to school each day because it has been a
normal part of their system and culture.

Affective when grouped according to Average
Family Monthly Income, Item no. 2 which states
“assist every learner in need” got the lowest mean
This result of the study could tell us that this lowest
mean is on a very high level and instead of taking it as
a problem, perhaps this can be viewed as an
opportunity to enhance teachers’ commitment.
Therefore, the need for teachers to be more personally
caring and attentive to the needs of learners is high. .
Continuance when grouped according to Average
Family Monthly Income, Item no. 1 which states “am
able save from my salary” got the lowest mean score of
3.57 for lower group, interpreted as high level and 3.31
for higher group, interpreted as moderate level.
This implies that teachers are unable to save money
from their own earnings. This is due to several reasons
but having a relatively low income is one of the main
reasons.
Normative when grouped according to Average
Family Monthly Income, Item nos. 5 and 6 which
states “set an example to learners and co-teachers by
coming to school ahead of time” and “comply with
standard MOOE liquidation process” got the lowest
mean score of 4.18 for lower group and Item no. 5
which states “set an example to learners and co-
teachers by coming to school ahead of time” got the
lowest mean score of 4.20 for higher group, interpreted
as high level. level.
Across income level, teachers are in agreement that
there is a lesser need for them to influence other
teachers to come to school early because without
anyone telling so, teachers are duty-bound to come to
school early as classes start earlier as well.

5. What is the
motivation when
grouped
according to the
aforementioned
variables?

Level of teachers’ motivation in the
area of Intrinsic when grouped
according to Age, Meanwhile, Item no.
5 which states “have more
opportunities for promotions” got the
lowest mean score of 4.27 for younger
group and 4.12 for older group,
The results point to the fact that
opportunities for promotions is quite
limited for some teachers. This could
be due to the lack of proper documents
or necessary accomplishments to avail
of the promotions. The opportunities to
be promoted is such a huge motivating
factor for employees, such as teachers,
in any organization
area of Extrinsic when grouped
according to Age, Item no. 5 which
states “receive a good health care for
me and my family” got the lowest mean
score of 3.92 for younger group and
3.94 for older group, interpreted as
high level.
Both younger and older groups have
concerns about having a competent
health plan that would secure the
future of teachers, and their immediate
families.

Level of teachers’ motivation in the area
of Intrinsic when grouped according to
Civil Status, Item no. 5 which states “have
more opportunities for promotions” got the
lowest mean score of 4.17 for single group
and 4.21 for married group, interpreted as
high level.
From both married and single groups, there
is a limited number of higher-level positions
available within the school or school system,
creating a bottleneck effect. The school’s
policies on promotions are not transparent or
equitable, leading various teachers to feel
there are insufficient opportunities for
advancement. There is a lack of professional
development programs that are necessary for
teachers to qualify for promotions.
Level of teachers’ motivation in the area
of Extrinsic when grouped according to
Civil Status, Item no. 5 which states “receive
a good health care for me and my family” got
the lowest mean score of 3.83 for single
group and 4.01 for married group,
Having an established and good-working
health care is a concern that teachers are
primarily looking at, to safeguard the future
of their families particularly the children. .

according to Highest Educational
Attainment, Item no. 5 which states
“have more opportunities for
promotions” got the lowest mean score
of 4.26 for lower group and 4.14 for
higher group, interpreted as high level.
The meager opportunities for teachers’
promotion are quiet a concern that
must be addressed to keep teachers
highly motivated.
according to Highest Educational
Attainment, Item no. 5 which states
“receive a good health care for me and
my family” got the lowest mean score of
4.13 for lower group and 3.76 for
higher group, interpreted as high level.
This implies that the teachers are
indeed concerned of the current health
care that is serving their healthcare
needs, particularly their children.

according to Length of Service, Item
no. 5 which states “have more
opportunities for promotions” got the
lowest mean score of 4.28 for shorter
group and 4.06 for longer group,
The teachers see the availability of
promotions in schools as limited and
could be less fair for all.
according to Length of Service, Item
no. 5 which states “receive a good
health care for me and my family” got
the lowest mean score of 3.98 for
shorter group and 3.86 for longer
group, interpreted as high level
There is a need for school management
to look into the kind of health care
provider that could help secure the
future of teachers and their families.

according to Average Family Monthly
Income, Item no. 5 which states “have
more opportunities for promotions” got
the lowest mean score of 4.18 for lower
group and 4.20 for higher group,
This implies that the teachers are
looking for more opportunities to get
promoted. This is also a call for school
management to re-assess the fair
distribution of opportunities.
according to Average Family Monthly
Income, Item no. 5 which states “receive
a good health care for me and my family”
got the lowest mean score of 4.02 for
lower group and 3.86 for higher group,
This implies that, the health insurance
provided may not fully cover the needs of
teachers and their families or may
require high out-of-pocket costs. The
health insurance has a limited network
of providers or not cover certain types of
healthcare services. Even if the health
benefits are substantial, the cost of
premiums might be steep relative to
teachers' salaries.

6. What is the
level of learners’
performance for
the first and
second quarter of
the school year
2023-2024?

Level of learners’
performance for the first
and second quarter of
the school year 2023-
2024, the level of
learners’ performance for
the first and second
quarter obtained a mean
score of 88.05, interpreted
as very satisfactory.
The over-all performance
of learners is at very
satisfactory. This implies
that the learners, if
properly taken care of, are
able to perform well.

7. Is there a
significant
difference in the
commitment
when grouped
and compared
according to the
aforementioned
variables?
There is no
significant
difference in the
commitment when
grouped and
compared
according to the
aforementioned
variables.
Comparative Mann Whitney U-
test

Difference in the level of teachers’
commitment in the area of Affective
when grouped ad compared according
to variables, the difference in the level of
teachers’ commitment in the area of
affective when grouped ad compared
according to variables obtained a p-value
which is greater than the 0.05
significance level, interpreted as not
significant. Thus, the hypothesis that
states “there is no significant difference in
the level of teachers’ commitment in the
area of affective when grouped ad
compared according to age, civil status,
highest educational attainment, length of
service and average family monthly
income” was therefore accepted.
This means that age, civil status, highest
educational attainment, length of service
and average family monthly income of
teachers has no effect in assessing
teachers’ commitment. Without any
significant difference in the opinion of the
respondents, this means that any project
which needs to be implemented to
improve teachers’ commitment can be
safely done.

8. Is there a
significant
difference in the
motivation when
grouped and
compared
according to the
aforementioned
variables?
There is no
significant
difference in the
motivation when
grouped and
compared
according to the
aforementioned
variables.
Comparative Mann Whitney U-
test

Difference in the level of teachers’
motivation in the area of Affective
when grouped ad compared according
to variables, when grouped and
compared according to average family
monthly income obtained a p-value which
is lesser than the 0.05 significance level,
interpreted as not significant.
Thus, the hypothesis that states
“there is no significant difference in the
level of teachers’ motivation in the area of
extrinsic when grouped ad compared
according to average family monthly
income” was therefore rejected.
This implies that teachers’ highest
education attainment and average family
monthly income have influence on
teachers’ opinion over external motivation
factors.

9. Is there a
significant
relationship
between
teachers’
commitment and
performance?
There is no
significant
relationship
between teachers’
commitment and
performance.
Relational Spearman Rho

Relationship between the level of
teachers’ commitment and level of
learners’ performance, the relationship
between the level of teachers’ commitment
and level of learners’ performance which
obtained a rho-value of 0.182 and p-value
of 0.036, it is lower than the 0.05
significance level, interpreted as
significant.
“there is no relationship between the level
of teachers’ commitment and level of
learners’ performance” was therefore
rejected.
This means that teachers’ commitment
has an impact on learners’ performance.
Commitment comes with a responsibility.
And with that responsibility, teachers
deliver quality education.

10. Is there a
significant
relationship
between
teachers’
motivation and
performance?
There is no
significant
relationship
between teachers’
motivation and
performance.
Relational Spearman Rho

Relationship between the level of
teachers’ commitment and level of
learners’ performance, the relationship
between the level of teachers’ motivation
and level of learners’ performance which
obtained a rho-value of 0.053 and p-value
of 0.544, it is greater than the 0.05
significance level, interpreted as not
significant.
“there is no relationship between the level
of teachers’ motivation and level of
learners’ performance” was therefore
accepted.
This means that motivation, in itself has
no significant impact on learners’
performance. Motivation does not carry
with it some level of responsibilities.

RECOMMENDATIONS
Implement SSL (Support Struggling Learners’ Program). This program
is meant to identify all learners who have dire academic needs and to
improve teachers’ engagement with at-risk or other learners who are
in need. This program shall be a school-based remedial action to
identify, assist, and save at-risk learners. This shall be spearheaded
by the School Head, with one person assigned as coordinators per
Grade Level. The identification process of at-risk or learners with
academic needs must be done once every quarter and the direct
support session for learners to be conducted by an assigned teachers
at least once a week. The project must be fully documented, and the
results should have clear MOVs for duplication documentation.

RECOMMENDATIONS
Use FEL (Financial Education and Literacy).
This is meant to help teachers use their
financial resources wisely and teach them
how to spend within means or how budget
their income. The target of this program is not
really to help teachers’ save money rather
how to spend wisely. This project shall be led
by the SDO under the HR Team, and this shall
also be discussed within District Level. The
delivery of this project should coincide with
the INSET.

RECOMMENDATIONS
Promote Teacher Voice and Decision-Making.
This is to help maintain high level of teachers
Motivation and Commitment. This process
must involve teachers in decision-making
process. When they have a say in matters that
affect their work, it fosters a sense of
ownership and empowerment. School Heads
must encourage their input on curriculum,
professional development, and school
policies.

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