Lagrimas, Arlene B.

Laguna State Polytechnic University, San Pablo City,Philippines

DOI : https://doi.org/10.58806/ijsshmr.2024.v3i7n04

Google Scholar Download Pdf
ABSTRACT

The study aimed to determine the current hierarchical needs status and work opportunities relative to the level of organizational commitment of school teachers. The study used descriptive method where questionnaire was the primary data gathering instrument. One hundred sixty (160) teachers from Sariaya West District Division of Quezon, contributed to the study. Frequency, percent count, mean, SD and Pearson r were used in the statistical analysis of data. The study revealed as perceived by the Teacher-respondents on their hierarchical needs status were on a high level. Effect of work opportunities in terms of trainings and development, promotion and salary was observed. Maslow’s stages of motivational theory in terms of survival needs, stability needs, enjoyment needs, and esteem needs were related to the teacher’s organizational commitment. Teachers who feel secure in their survival needs, have stable employment, derive enjoyment from their work, and possess a healthy self-esteem are more likely to exhibit higher levels of commitment to their organization. Recognizing and catering to these needs can thus serve as a powerful tool for educational institutions seeking to foster a dedicated and engaged teaching workforce. It was revealed that work opportunities and how they were committed in the organization show that there is significant relationship work opportunities and that of organizational commitment of teachers. This findings emphasizes the role of perceived career prospects and financial rewards as motivators for teachers, highlighting their influence on organizational commitment. Recognizing and investing in these aspects of work opportunities can thus serve as effective strategies for educational institutions to cultivate a committed and engaged teaching workforce. It appears that age and years in service do not moderate the relationship between hierarchical needs status and organizational commitment of the teachers. Age and years in service are not related to work opportunities and organizational commitment of the teachers. This implies that regardless of tenure and age, the impact of perceived work opportunities and hierarchical needs status on organizational commitment remains consistent. Understanding these dynamics can inform organizational strategies aimed at enhancing teacher commitment by emphasizing the importance of psychological fulfillment and job satisfaction, meaningful career development opportunities alongside age and tenure-based considerations. With these, educational institutions can foster a more engaged and committed teaching workforce.

KEYWORDS:

Hierarchical Needs, Work Opportunities, Organizational Commitment, Self- esteem Stability,

REFERENCES

1) Ahmad, R., & Scott, N. (2015). Fringe benefits and organisational commitment: The case of Langkawi hotels. Tourism review, 70(1), 13-23. https://doi.org/10.1108/TR-11-2013-0065

2) Andres, T. D. (2014). Filipino Behavior at Work. Quezon City: Giraffe Books Quezon City, Philippines.

3) Bhandari (2021). Correlational Design. Retrieved November 12,2021 from www.googlescholar.com

4) Bennett, S. V., Brown, J. J., Kirby-Smith, A., & Severson, B. (2013). Influences of the heart: Novice and experienced teachers remaining in the field. Teacher Development, 17(4), 562–576. https://doi.org/10.1080/13664530.2013.849613

5) Cavanagh, T.,Kraiger,K. & Henry, K. (2019). Age-Related Changes on the Effects of Job Characteristics on Job Satisfaction: A Longitudinal Analysis. The International Journal of Aging and Human Development.Vol.91. Issue 1 Retrieved from https://journals.sagepub.com/doi/full/10.1177/0091415019837996

6) Denmar, D. & Marmoah, S. (2017). The analysis of classroom management in teaching English. IOSR Journal of Humanities and Social Science, 22(1), 72-78.

7) Fisher, M. & Royster, D. (2016). Mathematics Teachers’ Support and Retention: Using Maslow’s Hierarchy to

8) Understand Teachers’ Needs. , International Journal of Mathematical Education in Science and Technology, 47:7, 993- 1008, DOI: 10.1080/0020739X.2016.1162333

9) Herzberg, M.D. (2013). The Determinants of Job Satisfaction. Review of Public Personnel Administration. Vol. XIX.

10) Hull, J. A. (1976). Self-actualization of teachers, student estimate of teacher concern, and related other variables. Retrieved July 7, 2010 from: https://cardinalscholar.bus.edu/handle/handle/176952

11) Hussain, S., Saba, N. us, Ali, Z., Hussain, H., Hussain, A., & Khan, A. (2022). Job Satisfaction as a Predictor of Wellbeing Among Secondary School Teachers. SAGE Open, 12(4). https://doi.org/10.1177/21582440221138726

12) Kurt, S. (2020).Maslow’s Hierarchy Of Needs In Education. Education Library. Retrieved from https://educationlibrary.org/maslows-hierarchy-of-needs- in-education/

13) Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370- 96.

14) Martires, C. R. (2015). Human Behavior in Organization. Manila: National Bookstore.

15) McCombes (Revised 2020). Descriptive Research. Retrieved November 12,2021 from www.googlescholar.com

16) Natarajan, N. K., & Nagar, D. (2011). Induction age, training duration & job performance on organizational commitment & job satisfaction. indian Journal of industrial Relations, 491-497.

17) Nuzulia,S. & Saputra, H. (2022). Do High Salaries Ensure Job Satisfaction?:An Investigation on the Factors Affecting Job Satisfaction of Educators in Indonesia.Journal of Nonformal Education.Vol.8.No.1Retrieved from https://journal.unnes.ac.id/nju/index.php/jne/article/view/34534.

18) O'Neill, Thomas A., and Eduardo Salas. (2018). Creating high performance teamwork in organizations. Human Resource Management Review 28, no.4.325-331.

19) Orțan, F., Kiss, J. F., & Mândrea, L. (2021). TEACHERS'PERSPECTIVE ON THE EDUCATIONAL IMPLICATIONS OF ONLINE TEACHING. Pedagogy (0861-3982), 93(6).

20) Polat, D. & Iskender, M. (2018). Exploring Teachers’ Resilience in Relation to Job Satisfaction, Burnout, Organizational Commitment and Perception of Organizational Climate. International Journal of Psychology and Educational Studies, 2018, 5(3), 1-13. Retrieved from https://eric.ed.gov/?q=hierarchical+need+status+and+work+opportunities+towards+impact+in+the+level+of+organizational+
commitment+of+element ary+school+teachers+2022&pg=3

21) Rehman, M. S., & Waheed, A. (2011)). An An empirical study of impact of job

22) satisfaction on job performance in the public sector organization. Interdiscilinary Journal of Contemporary Research Business, 2(9), 167-181.

23) Seniwoliba AJ (2013). Teacher motivation and job satisfaction in senior high school in the Tamale metropolis of Ghana. Merit Research Journal of Education and Review 1(9):181-196.

24) Shila, J.M. and Sevilla, A.V. (2015).The Influence of Teachers’ Job Satisfaction on Their Organizational Commitment: An Indian Context. International Journal of Education and Management Studies, 5, 53-57. https://search.proquest.com/docview/1680664175?accountid=149218

25) Titu, P. 2019. Understanding teacher professional identity development: An exploration of secondary science teacher beliefs and practices through reflective practice (Doctoral dissertation). The University of Minnesota.

26) Yeboah and Kuranchie (2023). Challenges Teachers Encounter While Seeking for Promotion And Upgrading.European Journal of Education Studies. Vol. 10. Issue ISSN: 2501 - 1111 ISSN-L: 2501 – 1111.Retrieved from https://www.researchgate.net/publication/367132426_CHALLENGES_TEACHERS_ENCOUNTER_WHILE_
SEEKING_FOR_PROMOTION_AND_UPGRADING/link/63c2a12ed7e5841e0bc9f7ee/download

27) Yoo, J. E., and Rho, M. (2020). Exploration of predictors for Korean teacher job satisfaction via a machine learning technique, Group Mnet. Front. Psychol. 11:441. doi:

VOlUME 03 ISSUE 07 JULY 2024