Motivational Factors of Teachers in Medina College: Their Implications to Work Commitment

More than human capital is needed to ensure behaviors that support organizational performance. In this regard, schools must translate their human capital into actions that result in a performance critical to achieving organizational goals. This study determined the motivation and work commitment level among the teachers at Medina College during School Year 2021-2022. There were 63 teachers used as the population to be studied. The postpositivist paradigm allows the researcher to employ mixed-method analysis and presentation. As a result, the level of the motivational factor was regarded as high (M=2.90). For work commitment, it was generally interpreted as "high" (M=2.75). Additionally, the inferential analysis disclosed that the relationship between motivation and work commitment was positively correlated, r(99)=.60, p<.05. In the qualitative a, three significant themes were or themes uncovered: a) Financial Literacy, b) Salary in Private Schools, and c) Maturity among Private School Teachers. In conclusion, work commitment and motivation positively affected one another. As to motivational factors, the results imply that motivation level increases the work intention gradually arising from basic needs to self-actualization. Moreover, the level of work commitment can be explained through salary and compensation schemes. Grounded on the deductions in this study, there must be a mechanism explaining what is expected from both parties, the employer and employee. Also, teachers' development programs should stress one actualization of axiological values. In this manner, it will allow increased work commitment and motivation among teachers.