Motivational factors of SPED teachers in selected public schools in Metro Manila

• Main Author: Yu, Hui-Tzu (Cathy)
• Format: text
• Language: English
• Published: Animo Repository 2003
• Subjects: Special education teachers; Motivation (Psychology); Job enrichment; Public schools > Philippines > Metro Manila; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3067; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=9905&context=etd_masteral
• Institution: De La Salle University

This study investigates the intrinsic and extrinsic factors that motivate SPED teachers. The correlation between intrinsic and extrinsic motivational factors of the SPED teachers is determined. The study is a descriptive-survey type. The participants were 67 public SPED Teachers administered a validated researcher-devised questionnaire. Findings indicate that the extrinsic factors motivating SPED teachers are: security of tenure, fairness in dealing with teachers, administration support regarding teachers' problems/concerns and the job is stable and trouble-free. Under monetary aspects: given bonuses every December, clothing allowance every year, retirement benefits at the age of 60/65 and hospitalization benefits. The intrinsic factors motivating SPED teachers are: friendliness encouraged in the group, teachers worked as a team to maintain cooperation, social interaction with teachers and teachers feel their self worth and dignity in their work. Furthermore, it was found out that motivational factors which least motivate SPED teachers for extrinsic factors other than monetary aspect are: efforts of the administration are towards protecting the teachers, training/retraining opportunities and grievance committee is assigned to look on teachers' problems and grievances. While under monetary aspects which least motivates SPED teachers are: productivity pay, salaries according to rank, salary increases every year, sick leave with or without pay, service credits are given for services related during election and other related activities, educational benefits to children of teachers, travel allowances, loyalty pays, cash awards to teachers with outstanding performance every year. Under intrinsic factors which least motivates SPED teachers are: interpersonal values are developed and enriched to maintain social aspect of teachers, and activities emphasize cohesiveness among teachers, participation of teachers in planning, organizing and evaluating of plans, job security through seniority, and receiving satisfaction in associating with students, co-teachers and administrators. It was also found out that there is a positive correlation (r=+0.071) with the extrinsic and intrinsic motivational factors, however, it is considered negligible.