Influence of teacher’s motivation on their effectiveness in the faculty in state institution of higher learning in the province of Iloilo

This survey-correlational research determined the level faculty work motivation and teaching effectiveness as well as the significance of the differences and relationships. The antecedent variables were length of teaching experience, academic rank, educational qualification and college affiliation. They were further categorized as 10 yers and below, 11-20, or above 20 years for the length of teaching experience; instructor, assistant professor, associate professor, or professor for academic rank; baccalaureate, master’s or doctorate degree foe educational qualification; and management, teacher education, information technology, agriculture, or maritime for college affiliation. The independent variables was work motivation and teaching effectiveness was the dependent variable. The study was conducted among the 139 randomly selected faculty in a state institution of higher learning in the province of Iloilo. Two adopted, validated and pilot tested data gathering instruments were used – the Work Motivation Questionnaire (WMQ) by Steers and Braunstein (1976, in Siason 2008); and Teacher Effectiveness Questionnaire (Mishra, 2012). Statistical tools were means, standard deviations, one-way ANOVA, and the Pearson’s r. Significance level for all inferential tests was set at .05 alpha. Study results revealed that the faculty had high motivation to work and were effective as teachers. Significant differences were noted in work motivation and teaching effectiveness among the faculty classified according to educational qualification. A significant relationships existed among the faculty work motivation and teaching effectiveness. Human resource management officer shall update their faculty development plan in the area of motivation and effective teaching.