MARC details
| 000 -LEADER |
|---|
| fixed length control field |
07425ntm a2200217 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
13434 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
0000000000 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20240307071246.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
150721n 000 0 eng d |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(0000000000)58983 |
| 040 ## - CATALOGING SOURCE |
|---|
| Description conventions |
rda |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
The Effects of Core Job Dimension on Motivation, Satisfaction and Job Performance of State Univeristy and Colleges Faculty / |
| Statement of responsibility, etc. |
Salvador, Angelina R. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Bulacan State University : |
| Name of producer, publisher, distributor, manufacturer |
Salvador, Angelina R., |
| Date of production, publication, distribution, manufacture, or copyright notice |
December 1999 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
153 p. ; |
| Dimensions |
28 cm. |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Include bibliographical references. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
This study determined to describe the effects of core job dimension on faculty's motivation, satisfaction and job performance in selected state universities and colleges in Region III. The specific questions addressed in this study were: 1. What are the characteristics of the faculty-respondents with respects to their: a. motivation, and b. job satisfaction? 2. How do the faculty perceive the core job dimensions in terms of a. Skills Variety b. Task Identity c. Task Significance d. Autonomy e. Feedback from the job itself f. Feedback from Agents g. Dealing with Others? 3. What is the level of job performance of the faculty-respondents? 4. What is the degree of influence of the core job dimension on faculty motivation? 5. To what extent does the core job dimension increase the level satisfaction? 6. To what extent does the core job dimension increase the level of performance? To draw valid inference on the effects of core job dimension on three other variables, the following null hypotheses were tested. 1. The perceptions of core job dimension will not significantly influence the faculties' motivation and performance. 2. Perceptions of core job dimension cannot predict the faculties' performance. 3. Perceptions of core job dimension in combination with motivation, and job satisfaction cannot predict the level of teaching performance. This study was anchored on the job characteristics model, known as the core job dimension conceptualized by Hackman and Oldham in 1970. The models provides and academically sound approach postulating that a worker will experience intrinsic motivation when the job generates three psychological states like feeling for meaningless of the job, responsibility for work outcome, and understands on a continuous basis, as he is performing the job. Furthermore, the authors believed that variety of skills and abilities required would increase the meaningless of the job. The degree of perception of the impact of the job on the lives of other people would add meaning to the work. There is a feeling of increased responsibility when there is substantial freedom. Independence and discretion on the part of the individual scheduling the work and in determining the procedures to be used in carrying it out. As autonomy increases, the individuals tend to have more personal responsibility for success and failure that occur on the job. And are more willing to accept personal accountability for the outcomes of their work. The research feedback is significant in the area of human resource management in the educational setting. The challenges brought upon universities and colleges offering technical course to produce quality graduates as one of the national thrusts toward globalization of the country's economy, offers a huge responsibility to school administrators to improve institutional performances. Gaining an insight into characteristics of the faculties that affect their performance will place the school administrators in a strategic position to bring about desired results in the teaching -learning process Moreover, decisions toward maximizing the human resources in universities and colleges system cannot be left to chance but there must be some scientific bases in strategic planning of a program for faculty development. This descriptive research adopted the techniques of survey and correlational study. The predictor variables were the perceptions of core job dimension and the criterion variable was the teaching performance. Motivation and job satisfaction became the predictor variable for the teaching performance. The sub scales of core job dimension include the skill variety, task identity, task significance, autonomy, feedback on the job itself, feedback from the agent, and dealing with others. Each of these sub scales were correlated with the teaching performance, motivation and work satisfaction. Two hundred thirty two faculty of selected universities and colleges in Region 11 were chosen through universal; sampling technique, and the distribution of respondents is as follows: Tarlac State University - 30; Bulacan State University - 60; Nueva Ecija University of Science and Technology - 28; Bataan polytechnic State College - 53; Ramon Magsaysay Technological University; - 31; and Don Honorio College of Arts and Trades - 30; The perceptions of core job dimension: Motivation and job satisfaction were taken from a standard questionnaire, known as Job Diagnostic Survey Questionnaire, developed at Yale University from the concepts of job characteristics model, developed by Hackman and Oldham (1975). The same questionnaire yielded scores for motivation (need strength). And job satisfaction was dichotomized into affective outcome and context job satisfaction. The scoring procedures as specified in the standard tool were followed. The data for job performance was sourced from the Performance Rating Sheet for Faculty. The researcher personally administered the questionnaire with the assistance of some faculty and school officials, and obtained 84.38 percent of questionnaire recovered from 275 teachers. Descriptive data analysis included the calculation of the total and average weighted scores for perceptions of core job dimension, motivation and job satisfaction and the descriptive rating was obtained based on the criterion in the questionnaire. The study of variances in correlation coefficients required the calculation of coefficient of determination (r2) in linear regression, and R2 in multiple regression methods correlation Coefficients and regression values were obtained from computer output using them Excel program. The t-test were calculated to analyze variances for paired comparison, and the F- ratio for a combination of several prediction in job hypothesis testing. This was done to analyze effects of perception of core job dimension, motivation and job satisfaction on teaching performance. The predictive power of each variable taken singly on teaching performance, and with other variables was determined using the linear and stepwise multiple regression method respectively. The level of significance was set at .05. |
