TY  - MANSCPT
TI  - The Effects of Core Job Dimension on Motivation, Satisfaction and Job Performance of State Univeristy and Colleges Faculty
PY  - 1999///
CY  - Bulacan State University
PB  - Salvador, Angelina R.
N1  - Include bibliographical references
N2  - 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
ER  -