5. Opportunity for Promotion, with an overall mean score of 3.540, was perceived by the faculty as “favorable”.
6. Recognition from Others was perceived by the faculty as “slightly favorable”, with an overall mean score of 3.321.
7. Responsibility in the Teaching Job of the faculty got an overall mean score of 4.166, interpreted as “favorable”.
8. Rewards and Benefits was perceived as “slightly favorable” by the faculty with an overall mean score of 3.064.
9. Financial Security of the faculty yielded an overall mean of 3.181, perceived as “slightly favorable”.
10. Physical Environment of the University was perceived by the faculty as “slightly favorable” with an overall mean score of 3.14.
11. Social Environment yielded an overall mean score of 3.174, perceived as “slightly favorable” by the faculty.
12. School Social Services with an overall mean score of 3.179 was perceived as “slightly favorable” by the faculty.
13.
14. Faculty were very much secured in the job. They were able to learn and develop skills and gain more knowledge in the job. They were also given the freedom in accomplishing their job. Moreover, faculty felt satisfied in the promotion system implemented in the University because of their favorable response.
15. Faculty are not recognized well from higher authorities of the University for the job well done.
16. A system of rewarding teaching employees in the University for educational grants/scholarship, and to be sent training and conferences were not observed well by the authority or school management.
17. Financial security of the faculty was found to be insufficient for their financial needs. Although they can provide for the basic needs of the family, they felt short in providing all other needs.
18. The school was ideally located in relation to curricular offerings, however, there is a need for more tools and materials provision, as well as, renovated classrooms with good lighting, well furnished, and well ventilated.
19. Administrators were found to have less concern on the teachers’ welfare. Fairness in giving assignments is not observed well by authorities.
20.
21. The management should always motivate the faculty for better job performance by upgrading all the motivational factors that were found in the job. Once the faculty meet these needs, they will feel satisfaction in the job, otherwise, no satisfaction.
22. The school management should always consider giving recognitions to deserving faculty for the accomplishments and job well done. The university shall establish a Recognition Day for the faculty every school year. Certificate, plaques or awards of recognition could be given to them as a means of acknowledging them.
23. The school management must strictly observed the Implementing Guidelines on Incentives and Rewards System under Republic Act 6713 for awarding scholarship grants to deserving faculty, bonuses, and others. Likewise, it must also have a systematic procedure in selecting faculty to be sent on trainings and conferences.
24. The school shall provide financial assistance to faculty for school related activities like fieldtrips, educational tour, etc. Credit cooperative for the faculty/employees must be strengthened and functional so that it can provide financial assistance to the faculty. The faculty can invest their loans acquired to finance a business for additional income.
25. The school management must respond immediately to the need of the faculty (and students) for a better environment by renovating the classrooms through providing ceiling fans/air conditioners, repainting the walls, adequate lighting, new armchairs, and many others. Likewise, tools and materials necessary for laboratory activities and shop use must be provided immediately for maximum use of the faculty and students.
26. The school management, through its Dean and Head, should be more cautious in giving assignments to its subordinates, to avoid conflicts. Moreover, they should also be more concern on the welfare of its subordinates by providing all their necessities in the conduct of their job, listen to their suggestions/comments/opinions/sentiments related to their job, assist the faculty by providing solutions/immediate actions to problems encountered by the faculty, etc.
27. The library must utilize and strictly observe a systematic procedure for maximum use of the faculty and students. They must also upgrade all its books/references by procuring new books for the applicability of the current generation. Likewise, the guidance services office must upgrade always the status of the students’ behaviour and guidance needs so that teachers will be guided in dealing with their students.
28. Future researches are encouraged to conduct the same study dealing the entire faculty in the University, not only in a specific college or department, to come up with programs, policies and guidelines applicable to entire faculty in the University.INTERVENTION SCHEME FOR A FACULTY DEVELOPMENT PROGRAM<br />RATIONALE<br />Based on the results of the study, the faculty in the College of Engineering felt satisfied in the job on the motivational factors such as the opportunity for growth and promotion, job security and their responsibility in the job, however, a considerable dissatisfaction on the area of recognition and on the maintenance factors like the system of rewards and benefits, financial security, physical environment, social environment and school social services.<br />The intervention scheme is geared towards improving the performance of the faculty as they feel satisfaction based on the different job related factors that are influential to them for their work effectiveness in order to increase the institutional effectiveness. The intervention scheme will focus mainly on the factors where the faculty felt less satisfied.<br />II. OBJECTIVES<br />The intervention scheme presented in matrix form in the following page outlines the different aspects of the scheme which would serve as ready reference for the school management, Dean of the College of Engineering and the Heads of every department to improve the performance of the faculty.<br />After the implementation of the intervention, it is expected that:<br />1. The faculty will be satisfied on the following factors:<br />a. recognition system<br />b. rewards and incentives system<br />c. physical environment<br />d. school social services<br />e. financial security<br />f. social environment<br />2. The faculty will be motivated enough to perform their job and exert more efforts to accomplish the goals and objectives of the institution.<br />3. The faculty will be effective in their pursuit to deliver quality education to its students.<br />TABLE 4An Intervention Scheme for a Faculty Development ProgramAreas of ConcernObjectivesStrategies/ProceduresTime FramePersons InvolvedSuccess IndicatorImplementation of Recognition Program a. To recognize faculty in the college for their accomplishments b. To motivate faculty to perform their job effectively, exert more efforts to acquire accomplishment in the field relevant to the attainment of the mission and vision of the Universityc. To satisfy recognitionneeds of the faculty, creates positiverecognition experience.a. Form a committee in the college responsible for the recognition program, spearheaded by the Dean of the college.b. Identify the different accomplishments of the faculty under the college, and make a summary report of these accomplishments.c. Develop criteria and identify what corresponding recognitions are to be given, such as awards of excellence, exemplary attendance, etc. in a form of a token, plaque or certificate.d. Conduct a Recognition Day every end of the school year exclusively for the faculty.e. Evaluate the significance of the recognition program through interview and survey to the faculty.Beginning of the school yearEvery end of the semester3rd week of March4th week of MarchDean and HeadsRecognition committee A satisfied faculty for the recognition received.Rewards and Incentive Programa. To awards faculty for their merit accomplishments in a form of compensation like bonuses, scholarship grants, vacation leave, etc.b. To motivate and encourage faculty to successfully accomplish their tasks, projects, activities, etc.a. Identify the criteria of the program based on the Implementing Guidelines on Incentives and Rewards System under Republic Act 6713 for giving rewards and incentives to faculty.b. Inform the faculty about the criteria of the program and require them to submit the necessary documents.c. Evaluation of the documents based on the criteria and identify deserving faculty to receive the rewards or incentives.Whole year roundHuman Resource Officea. A satisfied and fully motivated faculty. b. A successful rewards and incentive program.Trainings and Conferencesa. To send faculty to trainings, conferences and seminars, locally and abroad.b. To provide wider knowledge to the faculty about the concept of the training.a. Identify prospective faculty to be sent to trainings.b. Evaluate the relevance of the training in their field of specialization.b. Allocate budget needed for the training like transportation expenses, registration fee, etc.Whole year roundDean and Head Faculty attended trainings, seminars, conferences and gain wider knowledge based on the training.Acquisition of tools and materials;facilities and equipmentsa. To provide necessary tools and materials for shop use and laboratory use.b. To provide the facilities and equipments needed.a. Make an assessment on the status of the tools and materials; equipments and facilities.b. Identify the tools and materials unavailable and those that need replacement.c. Identify the facilities that needs renovation like classrooms, comfort rooms, and equipments neededd. Allocate budget necessary for the acquisition of all the needed tools, materials, facilities and equipments.e. Procure those things at lower cost but with high quality for longer use.Whole year roundDeanLaboratory In-chargesProvision of all the needed materials, tools, equipments and facilities for school use.Systematic Procedures in Library Servicesa. To provide an easy and fast access of the faculty in the library for maximum use.b. To create a better learning environment for research, study and other related activities of faculty.a. Evaluate the current systematic procedure used in the library.b. Identify the possible problems and areas that need improvements.c. Plan for strategies to improve the current systematic procedures used in the library services. d. Acquire new books and other references related for the current trends.Whole year roundUniversityLibrarian;Library personnelImproved procedure used in the library and acquisition of new references.Updates of Guidance Services on Students Behaviora. To provide an update of the behavior and status of student in the university to the faculty.a. Conduct evaluation of the student’s behavior and attitudes in the university.b. Provide information about the student’s behavior to the respective department where the student belong. Whole year roundGuidance CounselorA well informed teacher on the behavior of its students.<br />BIBLIOGRAPHY<br />A. BOOKS<br />Aquino, Gaudencio. Fundamentals of Efficient Teaching. Manila: Rex Bookstore, 1974.<br />Bohlander, G., Snell, S., & A, S. Managing Human Resources. South-Western College Publishing. 2001<br />Caroll, Herbert. Mental Hygiene. New Jersey: Prentice Hall, Inc., 1974.<br />Cassette, William B. Administering the School Personnel Program. New York: The McMillan Book Company, Inc., 1962.<br />Herzberg, Frederick. Work and Nature of Man. New York: World Publishing, 1966.<br />Juscius, Michael. Personnel Management. Tokyo, Japan: Toppan Company Ltd.<br />Maslow, Abraham, Motivation and Personality (New York: Harper and Row, 1954.<br />Redona, Jaime. Moving Forward in Education. QC: Kayumanggi Press, 1966.<br />Reitz, Joseph. Behavior in Organization. Revised Edition. USA: Richard D. Irwin, Inc., 1981.<br />Robinns, S. P., & Coulter, M. Management (international edition no 7 ed.). Prentice Hall Inc, 2005.<br />Stinnette, T.M. and A.J. Hugette. Professional Problems of Teachers. New York: McMillan Book Company, 1963.<br />B. JOURNAL<br />Fuhrmann, T. D.. Motivating Employees. Advances in Diary Technology, 2006.<br />Maslow, Abraham. “A Theory of Human Motivation”. Psychological Review. Vol. 50. New York: Harper and Row, 1970.<br />Ofoegbu, F. I. Teacher Motivation as an Essential Factor for Classroom Effectiveness and School Improvement. College Student Journal.Department of Educational Administration and Foundations, University of Benin, Benin City, Nigeria, 2004.<br />Photanan, T. Human Resource Focus. Bangkok: Innographics Ltd., 2004.<br />Tortose, Rizalina. “Teachers Job satisfaction: Its Relation to Effective System for Teachers, Vol. 6:3, Nov. 1980, No. 9, pp. 459-563.<br />C. UNPUBLISHED MATERIALS<br />Arseno, Rosario, “Job Satisfaction and Job Effeciency of General Radio Communications Operator graduates from Schools of Region VIII”. (Unpublished Doctors Dissertation, LIT Tacloban City, 1994)<br />Bartolome, Jean Leah.”Factors Affecting the Job Performance of Teachers in National Vocational Schools in Biliran”. (Master’s Thesis. LIT Tacloban City, 1998.)<br />Espinosa, Oscar.”Factors Affecting Job Performance of Teachers in Agricultural Schools of Eastern Samar”. (Doctoral Dissertation, LIT Tacloban City, 1985.)<br />Legaspi, Lolita. “Job Satisfaction among Public School Elementary Teachers in Selected School Districts of Division of Leyte>” (Unpublished Masters Thesis, LIT 1992)<br />APPENDICES<br />A. Letter Request to Conduct Survey<br />Republic of the Philippines<br />Eastern Visayas State University<br />Tacloban City<br />November 2010<br />DANILO B. PULMA, DM<br />Dean, College of Engineering<br />Eastern Visayas State University<br />Tacloban City<br />Sir:<br />The undersigned is a fourth year student of Bachelor of Science in Industrial Engineering and is currently conducting an undergraduate research entitled “Factors Correlates the Performance of the Faculty in the College of Engineering” as requirement for the subject IE 423 (Methods of Research 2).<br />In this connection, may I request from your good office a permission to conduct a survey and field the questionnaire to the faculty in the different departments of the college, which may facilitate my research.<br />Hoping for your kind support to the study.<br />Thank you!<br /> Very truly yours,<br /> (Sgd.) SIEGFRED E. BRAZAS<br /> Researcher<br />Approved:<br />(Sgd.) DANILO B. PULMA, DM<br /> Dean, College of Engineering<br />B. Letter Request to Conduct Dry-Run<br />Republic of the Philippines<br />Eastern Visayas State University<br />Tacloban City<br />November 2010<br />ANDRES ABUSMAN, uap<br />Dean, College of Architecture and Allied Discipline<br />Eastern Visayas State University<br />Tacloban City<br />Sir:<br />The undersigned is a fourth year student of Bachelor of Science in Industrial Engineering and is currently conducting an undergraduate research entitled “Factors Correlates the Performance of the Faculty in the College of Engineering” as requirement for the subject IE 423 (Methods of Research 2).<br />In this connection, may I request from your good office a permission to conduct a dry run to the faculty in your college in order for me to determine the possible problems and difficulties that the respondents may encounter in accomplishing the questionnaire which will serve as a basis for refinement and improvement of the research instrument.<br />Hoping for your kind support to this study.<br />Thank you!<br /> Very truly yours,<br /> (Sgd.) SIEGFRED E. BRAZAS<br /> Researcher<br />Approved:<br />(Sgd.)ANDRES ABUSMAN, uap<br /> Dean, CAAD<br />C. Letter to the Respondents<br />Republic of the Philippines<br />Eastern Visayas State University<br />Tacloban City<br />Dear Respondents,<br />This study entitled “Factors Correlates the Performance of the Faculty in the College of Engineering” is being undertaken by the undersigned for an undergraduate research. This study expects to determine the factors that will affect the performance of the teachers.<br />For the realization of this goal, your kind cooperation in answering this questionnaire is humbly requested. All responses will be held confidential and your identity will not be disclosed.<br />Thank you very much.<br />Respectfully yours,<br />SIEGFRED E. BRAZAS<br /> Researcher<br />Noted by:<br /> ENGR. LEONORA N. MANCIO<br /> Instructor<br />D. SURVEY QUESTIONNAIRE<br />Part I. Background Information<br />Name (Optional):_________________________ Gender: _____________<br />Present Position: _________________________ Dept.: _______________<br />Part II. Perceptions on the Job Related Factors<br />Instruction: Below are factors that surround the teachers in the performance of the teaching job. Please check in the column the degree to which you agree or disagree to each of the items.<br />Legend: 5-Strongly Agree<br /> 4-Agree<br /> 3-Undecided<br /> 2-Disagree<br /> 1-Strongly Disagree<br />JOB RELATED FACTORS54321I. GROWTH OPPORTUNITYTeachers acquire the opportunity to learn and develop skills and abilities relevant to the job.Teacher’s opportunity to have self-development is met.Gain more knowledge in the teaching profession.Teachers have the chance to adjust when errors are committed.Energized by opportunities to spend time with and learn from colleaguesII. JOB SECURITYThe teacher is satisfied with the present position/assignment.Present position/assignment is interesting and enjoyable.The teacher feels secured in the present position.Teachers feel high morale because of job security.The job directly related to the degree finished and is easy to handle.III. OPPORTUNITY FOR PROMOTIONPromotion is based on merit accomplishment.Better job performance corresponds to greater promotion opportunities.There is a fair promotion decisions.Teachers are informed on the bases for promotion.Promotion comes from within rank and file.IV. RECOGNITION FROM OTHERS54321Teachers receive due recognition in every accomplishment.Teachers have equal chance of being recognized from the higher authority.Teachers receive positive feedback and praise for the job well done from colleagues.Teachers receive certificates/plaque/award for every accomplishment.Teachers feel full support from the higher authority and colleagues because of recognition receivedV. RESPONSIBILITY WITH THE TEACHING JOBTeachers do their job responsibly and in the best way they could.Teachers do their job independently.Teachers can use their own initiatives in the teaching profession.The responsibility they are holding does not hinder their personal life.Teachers have the autonomy in the job. They can do what is best for the job.VI. REWARDS AND BENEFITSThe school has a good system of awarding educational grants to teachers.A system of rewards and incentives are given after each successful school activitiesThe school has a good system of identifying people to be sent in trainings and seminars.A job well done is well compensated.The better the teacher performs the more rewards and benefits the teacher receives.VII. FINANCIAL SECURITYThe teacher’s salary can well provide the basic needs of the family.The teacher’s need for salary increase is reasonably met.Teachers can well afford to go on field trips, educational trips and other related school activities.Teachers have enough resources for the family’s pursuit of higher education.Teacher’s financial security is at par with other respected members of the community.VIII. PHYSICAL ENVIRONMENTThe school site is ideally located in relation to the school thrusts.Shop facilities and equipment are available for shop use.Classrooms are well furnished, well lighted and well ventilated.There are enough tools and materials for shop use.Teaching methods and strategies can be varied because of enough laboratory rooms, school grounds & facilities for scientific as well as for sports & socio cultural activities.IX. SOCIAL ENVIRONMENTThere is a pleasant working relationship among employees.Administrators show concern for the teacher’s welfare.Fairness in giving assignments is observed by authorities.Everybody’s role & responsibilities are clearly understood.The school environment encourages one to do best in his/her assigned tasks.X. SCHOOL SOCIAL SERVICESThe teacher has lesser worries with regards to meeting other needs in school because these are facilitated by the school through the different authorities concerned.Library services are used to the maximum through the systematic procedure used.Office personnel are approachable and accommodating.Nutritious meals and snacks are available in the canteen at affordable price.The guidance services of the school update teachers with the students’ behaviours and guidance needs.<br />1784787-79156<br />SIEGFRED ENRIQUE BRAZAS<br />PERSONAL BACKGROUND<br />Date of Birth: January 04, 1991<br />Place of Birth: Pob. Dist. 2, Silago, Southern Leyte<br />Age: 20 years old<br />Civil Status:Single<br />Gender:Male<br />EDUCATIONAL BACKGROUND<br />Tertiary:Eastern Visayas State University, Tacloban City<br />Bachelor of Science in Industrial Engineering<br />DOST SEI Scholar<br />June 2007 – Present<br />Secondary:Silago National Vocational High School<br />Silago, Southern Leyte<br />Salutatorian<br />June 2003 – March 2007<br />Elementary:Silago Central Elementary School<br />Silago, Southern Leyte<br />3rd Honorable Mention<br />June 1997 – March 2003<br />TRAININGS/SEMINARS ATTENDED<br />Seminar – Workshop in Safety Management: Basic Safety Procedures in High Risk Activities in IndustriesErgonomics Laboratory, Eastern Visayas State University, Tacloban CityMarch 03, 2011<br />Title: <br />Venue: <br />Date: <br />Venue: Seminar – Workshop in Safety Management: Disaster Prevention and MitigationErgonomics Laboratory, Eastern Visayas State University, Tacloban CityMarch 04, 2011Seminar – Workshop in Supply Chain ManagementErgonomics Laboratory, Eastern Visayas State University, Tacloban CityMarch 08, 2011Seminar – Workshop in Monodzukuri Management SystemErgonomics Laboratory, Eastern Visayas State University, Tacloban CityMarch 11, 2011<br />Title: <br />Venue:<br />Date: <br />Title: <br />Venue: <br />Date: <br />Title: <br />Venue: <br />Date: <br />COMPUTER SKILLS<br />Proficient in MS Word, Excel and PowerPoint applications.<br />CONTACT INFORMATION<br />V.P. Tomol St., Poblacion District 2, Silago, Southern Leyte 6607282 – E Sta. Cruz St., Brgy. 44, Quarry District, Tacloban City 6500NONE0926-484-4248 (TM)0921-710-4139 (Smart)siegfred_04289@yahoo.com<br />Home Address: <br />Current Address: <br />Phone Number: <br />Mobile Number: <br /> <br />Email Address: <br />In the study of Pareja12, about the instructional performance of faculty members in institutions of higher learning in Region 8, he observed that age significantly affects performance. This means that the older the faculty members become, the less effective they become in teaching. This was further observed by the study of Abadilla and Bautista. Abadilla13 observed that age affects the performance of teachers. Some teachers become slower and less adaptable as they grow older but they try to compensate for these deficient by improving on their dependability, stability and attendance.<br />______________________________________10Herbert Caroll. Mental Hygiene. New Jersey: Prentice Hall, Inc., 1974, p. 8511T.M. Stinnette and A.J. Hugette. Professional Problems of Teachers. New York: McMillan Book Company, 1963, p. 24312Buenavida A. Pareja.”Effects of Employment Status, Teacher and School Related Variables in Instructional Performance of Faculty Members in Institutions of Higher Learning in Region VIII”. An Unpublished Dissertation. LNU, Tacloban City, 199713Jorge F. Abadilla.”Program Effectiveness of Three Government Technological Institute of the Philippines”. An Unpublished Doctoral Dissertation. TUP, Manila, 1989. 14Nicolas R. Bautista.”Effects of Levels of Graduates Education on Performance in Instruction, Research and Extension Services”. An Unpublished Dissertation, LNU Tacloban City, 1995.14According to Bautista14, in his study on the performance of the faculty members in instruction, research and extension services, the older the teacher, the more aloof he is to his students. Conversely, the younger he is, the closer he is to his students.<br />Another study considered to bear relationship with the present study is the study of Rona15, on job performance efficiency of vocational agriculture teachers in Leyte. Rona’s findings emphasized that working conditions, shop rooms, shop facilities were significantly correlated with the vocational teachers’ performance and that workload and tenure of appointment were promising.<br />In separate studies of Sison16 and Espinoza, stressed that age and sex bear no significant relationship with the teachers’ performance ratings. The two studies also pointed out that experience on the job or length of service bears a slight to highly significant relationship to teacher’s performance of the job.<br />Espinoza17 further found that the factors of job performance that revealed a high significant relationship with high performance ratings of the respondents were job security, opportunity for promotion, social recognition and retirement benefits; financial security, unwarranted contribution, various school activities and school environment were highly significant towards the low performance ratings of teachers.<br />______________________________________15Manuel S. Rona.”Job Performance Effeciency of Vocational Agricultural Teachers in Leyte”. An Unpublished Master’s Thesis. LIT Tacloban City, 198716Flordeliza M. Sison.”Job Performance of Non-formal Coordinators of School Districts in North-western Leyte and Its Impact on Literacy Program”. An Unpublished Master’s Thesis, LNU Tacloban City, 2000.17Oscar Espinosa.”Factors Affecting Job Perfomance of Teachers in Agricultural Schools of Eastern Samar”. An Unpublished Doctoral Dissertation, LIT Tacloban City, 1985.18Jean Leah Bartolome.”Factors Affecting the Job Performance of Teachers in National Vocational Schools in Biliran”. An Unpublished Master’s Thesis. LIT Tacloban City, 1998.According to Bartolome18, in her study on the performance of faculty members in vocational schools in Biliran, stressed out that educational attainment, job security and physical environment were found to bear significant relationship with the teachers’ job performance. On the other hand, there are no significant relationships between ages, sex, civil service status, present position/assignment, financial security, length of service, opportunities of promotion, rewards and benefits, social environment, school prestige and the school social services to teacher’s job performance.<br />