ACTION RESEARCH

__________________________________________________________________________

HOW TEACHERS BECAME TEACHERS:

TEACHERS MOTIVATION IN PURSUING TEACHING PROFESSION AND ITS
EFFECTS ON THEIR PRODUCTIVITY

A FINAL REQUIREMENT IN
SS212: SELECTED TOPICS IN SOCIAL SCIENCES (PSYCHOLOGY, ANTHROPOLOGY)

PREPARED BY:
JERONE AVEL S. CANSINO
NOR ASHYA NAWAWI
BEZAR DINKY COLARINA

SUBMITTED TO:
PROF. RESTIE ALAN PUNO, MAEd

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TABLE OF CONTENTS

Part 1 Introduction -------------------------------------------------------------------- p. 4

Part 2 Problem Identification --------------------------------------------------------p. 10
Part 3 Review of Related literature and Studies ----------------------------------p. 12
Part 4 Formulation of Hypothesis and Methodology -----------------------------p. 15
Part 5 Problem Analysis and Discussion ------------------------------------------p. 17
Part 6 Summary/Conclusion ---------------------------------------------------------p. 24
Recommendations for Action -------------------------------------------------------p. 25
Bibliography --------------------------------------------------------------------------p. 27

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Part 1
INTRODUCTION
1.1 Background of the Study
As declared by the Philippine constitution, the highest priority of the government is the
education sector. As time goes teachers, by virtue of the Magna Carta for teachers
institutionalized the regulation of the teaching practice it gives teachers due rights and privileges
and formalized a set of duties and responsibilities. So much for that, the establishment of the
Professional Board of Teachers on PRC (Professional Regulation Commission) marked the
increase and prestige to teachers. Teaching is a Noble Profession this was always the opening
line of every Education Instructor and professors to those students who enrolled on Education
courses. Teachers are now recognized as a profession. Competent and able workers that has
undergone a rigid training and preparation. That previous statement would just be a build up for
the next truth about the profession There is no MONEY in teaching. In was on the early 90s
(up to PGMAs Term as President) when teachers monthly summary would range to 9 000.00
php-10 000.00 php. It was until the administration of former president Gloria M. Arroyo when
teachers salary made a significant increase. Though there are rumors that there will be a 10,000
pesos increase (as the Author writes this study) there is still a doubt whether or not it would be
materialized.
Motivation, on the other hand (as the author defines it) is a force that make us do what we
do. According to B.F Skinner in his Operant conditioning as backed up by Thorndike in his
connectionism, motivation is a one of the crucial concepts in the teaching and learning process.
To put it is a simple proposition, those who are motivated performs better than those who are not
and those who are intrinsically motivated performs better than those who were extrinsically
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motivation. While other researcher were focused on the students (learners) aspect of Motivation,
this simple study is aiming to understand teachers motivation in doing his/her job.
Maslow (1943) in his theory of Hierarchy of needs, said that human needs are strong
forces of motivation. Gratifying needs are strong driving forces which are also applicable in the
context of the study. Salary for example is a form of external motivation that gratifies biological
or physiological needs, and safety needs. While the prestige of being a teacher can gratify
individual ego and being a fulfillment of ones dream is a strong manifestation of selfactualization highest of all the needs of men this could also be the strongest motivational force.
Potent as it was but this concept is something that has the least manifestation in our educational
system as to application.
Teacher is a tough profession considering the amount of stress one would undertake.
Preparing a lesson that includes lesson planning and visual aids making, the records and all the
forms that needs to be accomplished, the grades that needs to be computed, the restless students
and the problematic individuals, demanding superiors and heartbreaking learning outcomes.
Teaching is not like standing in front of the class with a chalk in one hand and unlimited talk
about anything that matters to him/her. Large part of the instructional success come from the
sweat and tears of teacher.
This study wants to prove the significance of intrinsic motivation in the part of the
teacher. In the entry of K-12 as the official curriculum of DepEd (Department of Education),
among the salary increases and the benefits over the years, not to mention the benefits of having
a regular-permanent position (loan is among it). The profession is fast becoming a respected
profession and a job able to sustain a family. Being a teacher is being part of the lower middle
class. By school year 2015-2016 A TEACHER-1 earns 228,000.00 (Gross Annual Income). Its
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higher than the average nurses, polices, Government officers and members of the AFP. On the
other edge of the stick is the dilemma nowadays in private schools. Licensed teachers often opts
to render their services on DepEd because of the security of tenure and other benefits including a
higher pay. What is common nowadays is that private schools are becoming just training grounds
for Public school applicants. There they get their experience needed to qualify for the RQA.
The competition between private and public school is fast becoming a single sided phenomena. It
is mainly because private schools are having difficulty in competing with the schools funded by
the government. But more than that, this study is also aims to understand if salary is the sole
deciding factor in the motivation of the teachers. In the light of my above mentioned premises
salary is undoubtedly a strong motivation on why pre baccalaureate students enroll education
courses and proceeds to teaching afterwards.
Aside from the amount of money being put to teachers ATM accounts, is the amount of
duty a teacher needs to perform. Instructional planning, reports, delegated works such as
coordinator duties, extra and co-curricular activities and many other things that consumes more
than the what is paid for him/her. There are cases that teachers tend to fail to perform his/her
responsibilities that would result to broken relationships and weak ties with his/her own family,
some will never marry and will soon realize that they live alone after they retire. Though those
are just special cases (I do not have figure on how special these cases are or if ever these are not
special cases after all) one thing is sure. These amount of excessive labor will get toll on
teachers physical, emotional and social faculties.
1.2 Significance of the Study
This study is significant for the following:

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1. Teachers- To be aware of their own motivation. And how it affects his/her behavior
towards his/her job. The more teachers are aware of why they do things, the more meaning
their deeds become. It also gives the teacher to reflect on his own perception towards
education and will give him/her the opportunity to change wrong motives and will have a
chance to redirect his/her career path.
2. The Institution Heads- for them to be aware of how their manpower feels about their job.
And so that they can make adjustments. The strength of a social organization is the
solidarity of its members. Group of people who desires the same goal is a strong force that
is capable to arrive in the betterment of their present statuses. Teaching is a job. Teachers
do common things but there is a wide diversity of why they do such things. The job of an
administrator is to direct his teachers to a common and collectively shared goal. His duty is
to empower them to while setting different eyes, perspectives and motive into a strong
force of changing for the better.
3. To Pre-Baccalaureate students who are not sure of what course they want to pursue and to
those who are thinking of taking education courses. The real deal in college is the life after
all those four years not the examinations and the culling, not even the Licensure Exam. Life
is after college.
4. To the parents who pushes their children to take education careers. So that they can have a
concrete idea on how to encourage their children to take the profession. Education is not a
job that we do to earn for a living. Teaching is a passion, a vocation and a profession.

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1.3 Scope and Delimitation

The study will delimited on Problem Locale and Population and challenges the study.
The problems will be:
1. The reasons and the time when the teachers choose their present career and its
implication to their present performance as how they rate themselves.
2. The relationship in gender and age in teachers outlook on taking education course
and his/her job.
3. The relationship of the teachers reason why he/she chose to take education as a
career to his satisfaction and performance.
The Locale of the study will be Leonides S. Virata Memorial School. It is a private
school being funded by the RTNMC (Rio Tuba Nickel Mining Corporation) and supervised by
La Salle. This institution is composed of 67 school teachers and 1000 students. Both inclusive
of Elementary Junior High School and Grade 11 of Senior High School. The school is situated
inside the premises of the RTN-CBNC town site in the Baranggay of Rio Tuba municipality of
Bataraza, Palawan. This school was chosen because it is one of the private schools where
teachers stay until retirement. This school is also one of the best private schools in the province
in terms of NAT (National Achievement Tests) and now holds a level 1 accreditation by La Salle
standards.
The population of the study will be comprised of the total teacher population of LSVMS
(as much as possible) as of June, 2016.
Challenges- this is a potentially interesting field of research but due to the purpose on it
was written, it is not intended to be a full blown one. There are many interesting methodologies
and interpretation that the author failed to execute such as case studies on the special cases of the
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teacher. It would be better if conducted with an in depth interview on the participants and it also
could be better if we had managed to do varieties of methodologies. But since we did it in a
limited time and resources we could only give you some basic data about the problem.

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PART 2
Statement of the Problem
A motivation is something that makes us do something. It is the force behind each human
actions. It is the thought that drives every individual to perform better or the other way around. If
there is one thing that educational thinkers seem to overlook this days is the implication of
motivation on the parts of the Teachers. Though it is still now an improving area through salary
standardization acts and other measures taken by the government and the private educational
institutions alike, there is still a more to do if we understand how a certain individual take
teaching as a profession.
Making use of Maslow as a benchmark in this study, the authors sees that the government
and educational leaders seated in their high thrones above the bureaucracy, the parents, the
education students, and teachers might be only seeing the lower levels of the hierarchy of human
needs.
The problem now in education professionals is not the same to the problem that was face
by the Medical Colleges. There is almost a nonexistent scarcity on individuals who enroll on
education courses such as BEED, BSED, DIT.
This study is trying to understand how and why teachers decided to pursue teaching
(education instruction career) and its relationship on productivity and performance. This study
further aims to understand how teachers (diverse as they are) motivate themselves to do their
duties (teaching and non-teaching).
To sum the objectives is these questions:

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1. Is the teachers decision of taking an education career is driven by his/her need to

self-actualize?
2. What are the significance on when in the teachers life choose his/her profession on
his/her performance?
3. Taking into perspective how the teachers view his job, how does this affect his/her
productivity?

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PART III
REVIEW OF RELATED LITERATURE

According to the report made by Jarret Guajardo on Save the Children1 entitled Teacher
Motivation: Theoretical Framework, Situation Analysis of save the Children Country Offices,
and Recommendation Strategies there are challenges faced by teachers in the locale of where
his study conducted. These challenges were summarized into the following:
1) Workload and Challenges: There are increasing classroom challenges and demands
placed on teachers in the developing world, but the following seven motivational
supports teachers need to face these challenges and demands are decreasing or
stagnant
2) Remuneration and Incentives: Teacher salaries are generally low and irregularly
paid
3) Recognition and Prestige: Social respect for teachers has fallen in many countries
4) Accountability: Teachers often face weak accountability with little support
5) Career Development: Teaching is frequently a second-choice job with few
opportunities for professional development
6) Institutional Environment: Teachers face unclear, constantly changing policies as
well as poor management
7) Voice: Teachers rarely have an opportunity for input into school management and
ministry policy
8) Learning Materials and Facilities: Teachers have few or poor learning materials and
poor facilities (Guajardo 2011)

Guajardo made this report in the context of developing countries where the Save the
Children program (which Philippines is also a benefactor) the study was done through series of
interviews on different countries. In the study it is clearly stated the belief of the author that
before a teacher can fulfill his/her higher needs he/she must first fulfill his most basic needs. The
framework of the study is done relevant in the present educational, political and economic
context of the Philippines. The study proved that these areas are interconnected and therefore,
failure of one of these aspects can affect other aspects dragging the whole system as a whole. It is
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proved in the study that teachers in the Latin America and Africa is experiencing failure of being
provided their basic needs and therefore there is no strength in terms of motivation on those
countries. The solutions posed by the study are the following. (1) Ensuring teacher
workload is commensurate with the seven remaining motivational supports
and (2) balancing extrinsic and intrinsic motivational supports while
prioritizing intrinsic supports as the most effective motivators.(Guajardo,
2011)
According to the HakiElimo 2011 report (Are our Teachers Qualified and Motivated to

Teach? A research report on teachers qualifications, motivation and commitment to teach and
their implications on quality education) The quality of education is directly related to the quality
of teaching and learning.
The results of this study clearly point out that qualified teachers are
likely to lead to better students performance, but this is only if other
factors are taken into consideration, namely teachers commitment
to the job as well as their satisfaction with the school administration.
This implies that improving teachers qualifications needs to go hand
in hand with improving teachers working conditions and school
administration effectiveness so that teachers are happy with their
jobs and their commitment to the profession may be increased.
(HakiElimo 2011)

The study identified that there are teachers whose primary reasons for choosing teaching
as a career is that only teaching offers a secure job, influence of significant others while others
said that it is they dream to become a teacher. As we look into those responses, there is a wide
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diversity in anwers on why teachers chose the job they are on now. It is a common occurences
especially to the developing countries.
Conclusion

Philippines is now classified as a developing country. But there is no doubt that our
country gives education the highest priority. Teachers nowadays are living the age that they feel
so abused because of the amount of duties they need to perform and the amount of salary they
recieve. Ideally teacher is noble profession but reasons why teachers chose to be teachers seems
to be changing. Because of the competitive salary, many individuals were attracted to the
teaching profession. And without the right amount of motivation, they turn their world into a
living hell. Therefore pre service teachers must first understand their motivation in pursuing the
teaching carreer first before entering the profession. Second is that the first thing educational
leaders must do is to assess each and everyone of his teachers how motivated are they teachers
and from that they will make their school policies and programs that would help his/her
manpower to reach his/her full potential.

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PART 4
FORMULATION OF HYPOTHESIS
AND METHODOLOGY
4.1 Hypothesis
Generally there are two kinds of motivation. It also applies in choosing teacher as a
profession. First is intrinsic and the second is extrinsic. According to Thorndike and Skinner,
intrinsic motivation is stronger that extrinsic. So therefore I believe that:
1. Teachers who early in their lives decided that they want to be a teacher will be more
motivated in doing his/her job as a teacher and will be more productive than those
who are not.
2. Teachers who decided willingly that they want to be teachers are the ones who
perform their tasks willingly.
3. The amount of non-teaching related responsibilities (paper works) are more stressful
than motivation to leave the job than the low income.
4.2 Methodology
The study will be qualitative in nature. It aims to assess the motivation of the teachers
prior the moment they decided to take an education course. They will be given questionnaires
that consists of seven (7) questions. Questions would range from when they start to consider
education as a career, how do they see it and their struggles, and the relationship of the former to
their performance. In every questions there will be options in which they will choose only one
answer. The date will be treated on a nominal and ordinal scale. This is to identify the most
frequently occurring cases in the whole of the population.

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After identifying the most occurring answer, the researchers will try to identify the
relationship of different variables as follows:
1. Those who wanted to be teachers since childhood thinks they perform Very
Satisfactorily in their self-assessment.
2. Those who love their job will consider themselves to be performing Satisfactory and
above
3. Compare the reasons on why they do teaching responsibilities and their performance.

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PART 5
Problem Analysis and discussion

When do LSVMS teachers decided to pursue teaching as a profession

This graph (figure 1) represents the answers

given by the respondents on the first question:

When do you decide to pursue teaching as a

profession?

Figure 1

a.
b.
c.
d.
e.
f.

4-6 years old

7-9 years old
10-12 years old
13-17 years old
18-21 years old
22 and older

It is clear that the letter d response is the most occurring. It means that 37.5% (18/48
respondents) responded that they decided to be teachers while they were on their 2nd-3rd year high
school until they decide to enroll on their baccalaureate course on college.

Following the letter d response is the Letter e response. This means that 14 out of 48
respondents (29.2%) chose the teaching path when they were 18-21 years old. These individuals
might either shifted from their previous undergraduate courses or admitted on college later than
the average students but reasons still vary from case to case basis..

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Third on the most occurring is the letter f response. It means that 10 out of 48
respondents chose to be a teacher not earlier than when they were on their 22nd year. Usually
these are the ones who have finished non-education undergraduate degrees and decided to get
education units to be able to qualify to take the licensure exam or other reasons that were not
included in the study.

Other responses one of the respondents did not provide answer on this first question.
Other responses were the following: b=2 c=2 and a=1. Adding these least chosen responses,
it will give us a total of six respondents. These were the teachers who early in their live really
wanted to be teachers. It might be a part of their childhood fantasy that they want to stand in
front of the class and teach and be referred to as maam or sir.

Was teaching their first option upon their admission as a Baccalaurete student?

In response to the question 2.: Was teaching

your first choice upon your admission as a
Baccalaureate student?
a. yes
b. no
(refer to Figure 2)
Figure 2

There is a very significant result in the response letter b. It is the total of 33 out of 48
respondents answered the second option which means majority of the teachers in LSVMS did not
consider teaching as their primary option. This would mean that teaching might be their 2nd or third (or

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so) option. They might be thinking of something else but they were limited by circumstances that affects
their decisions.

Why did they choose to be a teacher?

Why did you choose to be a teacher?
a.I really dreamt that someday I want to
be a teacher
b. There is no other course in my school
that offers worthy courses other than
education
c.Because its practical
d.I was told by my parents
e.Because of my friends
f.I have no choice

We can notice on the pie graph representing Figure 3

the responses on the third question, (figure 3)
majority answered the response a (I really want to be a teacher). But we can not help to notice that
responses d, f (equalled in 10 responses) and c (8 responses) are just tailing not far behind. We can

see that option d (being told by parents) and f (I have no choice) and not so far behind is c
(because its practical). One of the questionaires yeilded no answer for the third question. Letter
b yielded two responses and letter e yielded three responses. This could mean that even
though the majority did not considered teaching as their future career during the time they enroll
on their baccalaureate course, it is clear that in one way or another they consider teaching as a
career.

HOW DO YOU VIEW YOUR JOB AS A TEACHER

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Figure 4

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Refer to fig. 4
How do you view your job as a teacher?
a.
b.
c.
d.
e.
f.
g.

Teaching the fulfillment of my dream

This job is fun and exciting
Its just fine whether I like it or not It doesnt
matter
I hate it but since it gives me funds, its ok.
There is so much stress and I hate it.
This job is boring
I just hate this job

When asked the above question,

responses were promising in terms of
teacher motivation. Teachers in LSVMS sees teaching as Teaching is fun and
exciting(19 out f 48 respondents answered b on the questionaire). Teaching is the
fullfilment of my dream (18 out of 48 respondents said that teaching is the fulfillment
of their dreams). It got the second most occuring answer These responses are strong
indications that the majority of the teaching force of LSVMS are intrinsically motivated
to do their job as a teacher. What drives them is the goal of self actualization
On the other end, 7 out of 48 respondents said that their view whether they like
their job is not important. 2 out of 48 participants said that they hate their job but since it
gives them fund, its ok. These responses could mean that those respondent who answere
these are drive by extrinsic motivation. What drives them might be more of survival.
Another two out of 48 left no response in the questionaire. It is either their answers are
not the options provided or maybe they have their own reasons which would pose a little
significance in this study.
WHAT IS THE THING THAT YOU HATE MOST IN YOUR PROFESSION

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Figure 5

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What is the thing that you hate most in your
profession? (Fig. 5)
a.Visual aids, Lesson plans
b.Classroom discipline
c.Classroom teaching
d.Co-curricular and extra-curricular activities
e.Paper works and all kinds of reports
f.Dealing with Students
g.Dealing slow learners and children with special needs

In the fifth question, it is a clear that option

e was the most occuring response. Paper works
and all kinds of reports is the most hated by 25 of 48 teachers who participated on the study. Far
behind 13 teachers said that Visual aids and lesson planning is what they hate. Scores on b and
g 4 and 5 respectively said that classroom discipline and dealing with children with special
needs is the job that they really hate. What is clear in this is that a great majority agreed that
paper works is not a lovely thing for teachers.

HOW DO THEY MOTIVATE THEMSELVES IN DOING SUCH THINGS?

How do you motivate yourself in doing such things?
a.
b.

c.
d.
e.

I Think that it is what I need to do to help

my students
I dont think that this is needed by my
students but I do it anyways because I was
told so
I think of my tenure
I think of the salary
I do not do it

Figure 6

In this figure, 38 out of 48 respondents said that they do the things that they hate in their
jobs becuase they think that it could benefit their students. Four of the respondents answered they
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do not think that those things would benifit their student but they do it anyway. Two of the
respondents said they think of their tenure and another said that they think of their salary, another
two of the respondents chose not to give answer. There is an overwhelming number of the
teachers who believe that their students would benefit through their efforts. It is a good
manifestation of teachers are having intrinsic motivation .
Only four of them answers that they do not think it would not benefit their students, and
the other four shows strong manifestation of extrinsic motivation.
HOW DO THEY RATE THEMSELVES?
How do you rate your Performance
a.Excellent
b.Very satisfactory
c.Satisfactory
d.Fair
e.Poor

Out of 48 respondents 10 of them

said that they perform excellently while the
majority of 26 respondents think that they perform

Figure 7 self-rating of teachers in LSVMS

very satisfactorily. 9 answered they perform satisfactorily and only four said they perform fairly.
No one answered that they perform poorly. All 48 of the respondents anwered.

DISCUSSION

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Teachers in LSVMS if we could delve into their responses are both intrinsically and
extrinsically motivated. Though majority of them chose edcational career due to the practicality
in it, we can not also deny the fact that in one way or the other they chose education/teaching
because they like the profession in one . There is strong relevance in the results of the question
number 1 and question number 2 (refer to fig1 and fig 2). There is a little occurences of teachers
who chose teaching primarily for the salary. The leading response on how the LSVMS teachers
view their profession says that teaching is fun and exiting and not far behind is the response
teaching is the fulfillment of a dream. While it is true that teaching was not their first option
upon admission to undegraduate program, it is clear in their later responses that they also like the
idea of them being a teacher, except to those exeptional cases.
Among the most hated part of the profession, paper works and all kinds of report is the
most hated. This goes imply that this could be the primary source of stress in the teaching
profession. Other jobs were left lagging behind. The huge gap between the paper works and
reports reponse is an evidence that there is a strong agreement that paper works and other
reports will not bring an entirely positive outcome in the teaching process. So it could mean that
lessening the impact of such duties can maximize the teaching potential. Of course all we can do
is to minimize the impact of paper works rather than minimize its existence. Paper works and
reports are essential parts of school administration. We learn through the data provided from the
past.
Fufilling the duties towards the students is the most common answer given by the
respondents. It means majority of the LSVMS teachers Philosophy is modern in orientation. It is
a good indication of clear intrinsic motivation. If we compare the results on figure3, 6 and figure

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7, we could infere that there is a strong coherence on the responses provided by the respondents.
It proves that there is a positive relationship between teachers motivation and productivity.

Part 6
Summary and Conclusion
The responses of the teachers is to be summarized as:
Being a teacher is not the childhood dream of the significant majority of teachers in
LSVMS. There could be a subtle implication that they chose to be teachers because the teaching
profession is one of the most practical career to pursue nowadays. The time when they decide to
be a teacher is significant because of the situation or the psychosocial, and economic situation
they are on as they made the decision. The fact that those cases who did not consider Education
as their first choice and later at the end of the day woke up pursuing the teaching career might be
an effect of situations such as his/her dream job is not feasible given the level of income of
his/her family and other cases.
Reports and paper works is one of the most hated job. It occupies more than half of the
responses given by the respondents and another significant response is Visual Aids and lesson
planning. While it is true that these things are important, The aftershock caused by stress can
have toll on the psychlogical well being of a teacher that can affect his/her productivity and
performance.
It is a given thing that the primary motivating factor why individuals choose education. It
is clear that financial incetives are viable means to motivate teachers. All in all majority of the
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respondents of LSVMS thinks that they perform well enough. It is also clear that LSVMS
teacher enjoys being a teacher. Because they think of it as a fulfillment of their dreams and they
also think that teaching is fun and exciting.

Part 7
Recommendations for Action
Teaching is not a walk in the park. Though it is now a highly regarded profession, the
duties, tasks and responsibilities surrounding the teaching profession is a thing not to be
overlooked.
For teachers- examine their motivations. Their intention and the way they see their
profession has something to do with their performance. To those who hate the profession, they
must think of something so that they can have emotional attachment in their current careers.
They must review their valuing. They must see what is beyond gratifying physiological needs.
They must reflect in what they value most in their lives. They must see their profession as not a
gold mine but an organ to propagate knowledge.
For parents who wants their children to consider education/teaching as their career- more
than pushing their children because pursuing a course in education they must first instill to them
that education is a vocation. Teaching is not about raising money but a passion for knowledge
and learning.

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To the school administration- choosing education as a career is not a first thought.

Education course and careers are became attractive mainly because teaching opportunities are
everywhere. These are the things in this study a leader must reflect.
1. As population grows, the need for teachers also grows. Education profession of the
security of tenure and the financial freedom it offers. But after they were provided by
their basic human needs there is a higher thirst they need to fulfill. It is a leaders duty
to motivate those he/she leads. He/she must help reorient his teachers the right
perspective in teaching. He must re direct the goal of his employees.
2. Reports and paper works, lesson planning and visual aids are the two major duties
teacher tend to hate. As I have mentioned earlier. Leaders must help lessen the impact
of such things. He must develop policies and strategies that would improve the time
management of teachers and help them do their task in the simplest and most
effective way possible.
3. The leader must keep his/her teachers motivated. There is a strong agreement on the
responses given by the respondents. The more motivated the teachers are, the more
productive they becomes.
To those who are planning to be teacher, they should know first for themselves what they
want in their life. And again as I said earlier the school is not a gold mine. It is a place where
knowledge is propagated. If all they want in their life is money, taking education would not bring
them any sense of happiness and fulfilment unless they change their world view, in the easy or
the hardest way possible.
To agree on my previous professors comment, teaching is indeed a noble profession and
only those who know how to look at it will find joy in it.

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Part 8
Bibliography

Teacher Motivation: Theoretical Framework, Situation Analysis of Save the Children

Country Offices, and Recommended Strategies, Jarret Guajardo, Save the Children
Basic Education Intern, Spring 2011
Agrist, Joshua D., and Victor Lavy. "Does Teacher Training Affect Pupil Learning?
Evidence from Matched Comparisons in Jerusalem Public Schools." Journal of Labor
Economics (University of Chicago) 19, no. 2 (2001): 343-369.
Anderson, S.E. Improving schools through teacher development: Case studies of the
Aga Khan Foundation Projects in East Africa. Routledge, 2002.
Baeza, Chesterfield, and Moreno. Guatemala Basic Education Strengthening Project.
Project Evaluation Report for USAID, Juarez & Associates.
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Respondent #________

Gender: M

(Research Questionnaire sample)

Choose only one from the options given. Encircle.

1.

When do you decide to pursue teaching as a profession?

a. 4-6 years old
b. 7-9 years old
c. 10-12 years old
d. 13-17 years old
e. 18-21 years old
f. 22 and older
2. Was teaching your first choice upon your admission as a Baccalaureate student?
a. Yes
b. No
3. Why did you choose to be a teacher?
a. I really dreamt that someday I want to be a teacher
b. There is no other course in my school that offers worthy courses other than education
c. Because its practical
d. I was told by my parents
e. Because of my friends
f. I have no choice
4. How do you view your job as a teacher?
a. Teaching the fulfillment of my dream
b. This job is fun and exciting
c. Its just fine whether I like it or not It doesnt matter
d. I hate it but since it gives me funds, its ok.
e. There is so much stress and I hate it.
f. This job is boring
g. I just hate this job
5. What is the thing that you hate most in your profession?
a. Visual aids, Lesson plans
b. Classroom discipline
c. Classroom teaching
d. Co-curricular and extra-curricular activities
e. Paper works and all kinds of reports
f. Dealing with Students
g. Dealing slow learners and children with special needs
6. How do you motivate yourself in doing such things?
a. I Think that it is what I need to do to help my students
b. I dont think that this is needed by my students but I do it anyways because I was told so
c. I think of my tenure
d. I think of the salary
e. I do not do it
7. How do you rate your Performance
a. Excellent
b. Very satisfactory
c. Satisfactory
d. Fair
e. Poor

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