STATE OF MOTIVATION AND WORK PERFORMANCE AMONG TEACHERS WORKING IN THE REMOTE AREAS

Educational Management

Generally, the study was conducted to determine the state of motivation and work performance among teachers working in remote areas. Specifically, it described the level of motivation to work and their level of work performance. It is explored the significant relationship of the work motivation and work performance of the teachers working in the remote areas; and significant influence of work motivation and work performance. This study utilized complete enumeration in determining the teacher respondents assigned in the remote areas of the District of Datu Montawal, Datu Montawal, Maguindanao Del Sur. There were 47 teachers who were considered participants. A set of questionnaires were designed for all respondents. Questionnaires were used to gather the necessary information/data. These questionnaires are divided into two (2) sections. Part I of the instrument discusses the respondents’ work motivation. Part II focused on the respondents’ work performance. After that, the information was analyzed using descriptive data analysis and graphical analysis. Intrinsic motivation, the teachers are extremely motivated, and the level of intrinsic motivation of teachers assigned in remote areas could be influenced by various factors, including their personal values and beliefs, their sense of purpose in teaching, their perception of the impact of their work, and their support system. Extrinsic motivation implies that the teachers are extremely motivated to uplift the development of the teachers in terms of extrinsic motivation. The teachers perform their tasks even they are assigned in the remote area especially classroom management because they were intrinsically motivated. Teachers are extremely motivated intrinsically to do when responsible as a teacher. Assigning in remote areas is not a big deal. The important thing is to impart their knowledge to the learners. The influence of the teachers’ motivation on the classroom performance of the teachers assigned in remote areas in terms of classroom management, the knowledge of the subject matter, and punctuality/attendance have significantly affected the intrinsic motivation of the teachers. Finally, the teachers’ motivation for the classroom performance of the teachers assigned in remote areas strengthens the intrinsic motivation of the teachers. Teachers continued to provide better motivation to encourage the learners in their academic progress. Motivated teachers are vital for successful and effective classroom instruction and they are passionate about the important role they hold and enjoy what they do.

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