MOTIVATIONAL STRATEGIES AND THEIR IMPACT ON EMPLOYEE PRODUCTIVITY IN PRIVATE SCHOOLS: A MIXED-METHOD STUDY

Educational Management

The profile analysis showed that most of the respondents were aged 20 to 25 years old, indicating a young and early career workforce. The group was predominantly female, reflecting the gender composition typical in the education sector. Most of the people surveyed had a bachelor's degree and were primarily teaching staff. In terms of tenure, a large proportion had 1 to 5 years of service, and the most common employment type was regular (permanent) status. These characteristics suggest a relatively stable, experienced, and professionally committed workforce. In assessing the extent of motivational strategies, it was found that among the seven domains, the work environment obtained the highest mean score (M = 4.470), rated very high. This suggests that employees highly value a safe, collaborative, and respectful workplace, recognizing it as the most significant contributor to their productivity. Other strategies such as leadership style, intrinsic motivation, and job design also received very high ratings, while monetary incentives, though still rated high, received the lowest mean score, indicating lesser influence compared to non-monetary or structural motivators. Further analysis showed statistically significant differences in how motivational strategies were perceived based on respondents’ profile variables. Notably, type of employment yielded the most frequent significant differences (affecting 5 out of 7 domains), followed by years in service (affecting four domains), while position and age revealed significant differences in selected areas such as job design and non-monetary incentives. These results suggest that employee motivation is not uniformly experienced but rather shaped by contextual and demographic factors such as employment status, years of service, and role within the institution.

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