International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 7
Available Online: 15 June 2024
Author/s:
Hua, Shaofeng
Graduate School, Lyceum of the Philippines University – Batangas
Abstract:
The study aimed to explore the intrinsic connection between teaching motivation, performance, and work productivity and investigate the impact of motivation on teacher performance and work productivity in higher education. It employed the descriptive method in testing the relationship among the three main variables such as teaching motivation, performance, and work productivity of higher education faculty. A total of 385 faculty members from Hetao University in Nei Mongol, China participated in the study. Findings of the study revealed that most of the respondents were female, 30-49 years old, with a master’s degree, and holding a position for less than 5 years. It was also found out that there is overall agreement among respondents regarding their motivation. Respondents feel motivated when their basic needs are met, and when there are positive relationships in the workplace and growth opportunities. Also, respondents’ teaching performance was higher specifically on social competence and personal competence. Respondents showed a high level of productivity, especially in classroom management and academic. Moreover, respondents who are female, obtained doctoral degrees, and working below 5 years are more motivated while respondents who are 50 to 60 years old, obtained a doctoral degree, and have worked below 5 years have better teaching performance and are more productive than others. In addition, there exists a highly significant relationship among the three variables; the more motivated, the better the teaching performance and the more productive the respondents are. More so, the better the teaching performance, the more productive the respondents are. Further, work productivity can be predicted from the level of motivation and teaching performance. Existence needs, pedagogic competence, personal competence, and developing professional activities added significantly to the prediction. Finally, a teacher development plan to enhance motivation, performance, and productivity among faculty was proposed.
Keywords: college teachers, motivation, performance, productivity
DOI: https://doi.org/10.5861/ijrse.2024.24633
Cite this article:
Hua, S. (2024). Teaching motivation, performance, and work productivity of higher education faculty in China: Basis for teacher development plan. International Journal of Research Studies in Education, 13(7), 61-74. https://doi.org/10.5861/ijrse.2024.24633