LEVELS OF MOTIVATION OF THE SELECTED NON-TEACHING PERSONNEL

OF GENERAL DE JESUS COLLEGE AND ITS EFFECTS ON THEIR

WORK PERFORMANCE: A QUALITATIVE STUDY

An Undergraduate Thesis

Presented to the Faculty of the High School Department of

General De Jesus College, San Isidro, Nueva Ecija

In Partial Fulfillment of the Requirements

for the Subject Practical Research 1

By:

Jemarita C. Espidol

Ivory Shane C. Garcia

Lhei Franchette Ann C. Afuan

Marco Celo B. Nilo

Heaven P. Villarin

Cyrha D. Doinog

May 2023

1
 APPROVAL SHEET

This qualitative study entitled “LEVELS OF MOTIVATION OF THE

SELECTED NON-TEACHING PERSONNEL OF GENERAL DE JESUS COLLEGE AND

ITS EFFECTS ON THEIR WORK PERFORMANCE: A QUALITATIVE STUDY”

prepared and submitted by Jemarita C. Espidol, Ivory Shane C.

Garcia, Lhei Franchette Ann C. Afuan, Marco Celo B. Nilo, Heaven

P. Villarin, and Cyrha D. Doinog in partial fulfillment of the

requirements in Practical Research 1, has been examined and is

recommended for approval and acceptance.

Dr. Ma. Cristina D. Ravela

2
 ACKNOWLEDGEMENT

The researchers would like to publicly convey their sincere

gratitude to everyone who helped them complete their research
endeavor.

Above all, thanks to the Great and Loving God who gave them
the perseverance, resilience, and diligence to complete their
research and who provided them sufficient insight to achieve the
steps necessary for gathering the data and information required
for the study. His divine compassion enabled them to establish a
strong foundation to ensure they could persevere in the face of
obstacles along the way. The researchers wouldn't be where they
are at present without His presence and His guidance.

A heartfelt thank you to Dr. Ma. Cristina Ravela, the

cherished research adviser of the researchers, for her practical
guidance that contributed to the fulfillment of this study, for
helping them to avoid and stay aware of several stumbles, and for
having the patience to address many inquiries from the researchers.
She also motivated them to strive for excellence. The researchers
greatly appreciate her willingness to devote her time to them.

The researchers would also like to express their gratitude to

their adviser, Ms. Robel Joy Ko, for her help and guidance
throughout the making of the study as well as for her encouragement
and support during the entire research study process.

To the researchers' dear title proposal panelists, Mr. Vil

Daril D. Santos and Ms. Aizel Marie B. Castro, the researchers
would like to express their gratitude for assisting them and

3
pointing out different factors that have helped them with the
creation of their study.

To all of the Non-Teaching Personnel who were vital to the

success of the study. Despite having busy schedules, they still
found time to interact with and entertain the researchers. The
personnel from the Clinic, Library, Registrar's Office, and Human
Resources Department gave the researchers the accurate and
reliable data they needed for the study.

To the researchers’ parents who never failed to offer an

effective support system when the researchers needed it the most.
It was the parents who extended their understanding when the
researchers were unable to attend family events because of their
study that needed to be concluded on time. To make this research
possible, parents have also provided financial support for the
researchers' needs.

A special thanks also goes out to the researchers' close

friends and associates. They were the ones who kept them going
despite how difficult the study could be.

Without everyone's assistance, encouragement, and moral

support, this task would not have been possible. The researchers
are grateful and would want to offer their sincere gratitude to
everyone who helped this research endeavor succeed.

4
 DEDICATION

This study is the fruit of countless hardships, sleepless

nights, and numerous time and efforts exerted by the researchers.

This humble work is dedicated to all the people who served as an

inspiration to complete this study.

This research paper is dedicated to the researchers’

supportive family who have always been there to support them and

showed pure encouragement for their child throughout the process

of making this research into reality.

To their classmates and companions who have assisted and given

a helping hand to complete this paper.

To their research instructor who gave them guidance and

knowledge in creating every page and chapter of this work.

To all the people who believed in and supported the

researchers, this humble work is dedicated to you.

5
 TABLE OF CONTENTS

Title Page………………………………………………………………………………………………………………………………………… 1

Approval Sheet……………………………………………………………………………………………………………………………… 2

Acknowledgement…………………………………………………………………………………………………………………………… 3

Dedication………………………………………………………………………………………………………………………………………… 5

Table of Contents……………………………………………………………………………………………………………………… 6

Abstract…………………………………………………………………………………………………………………………………………… 10

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………………………………………………………………………… 13

Theoretical Framework…………………………………………………………………………………………… 17

Research Paradigm……………………………………………………………………………………………………… 23

Statement of the Problem…………………………………………………………………………………… 24

Significance of the Study………………………………………………………………………………… 25

Scope and Delimitation………………………………………………………………………………………… 27

Definition of Terms………………………………………………………………………………………………… 28

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Concept of Motivation…………………………………………………………………………………………… 30

Worker Motivational Factors…………………………………………………………………………… 33

Motivation in the Philippine Culture…………………………………………………… 41

Role of Support Personnel in the School Setting……………………… 44

Employee Work Performance………………………………………………………………………………… 45

6
CHAPTER 3: RESEARCH METHODOLOGY

Research Design…………………………………………………………………………………………………………… 48

Research Approach……………………………………………………………………………………………………… 49

Research Locale…………………………………………………………………………………………………………… 50

Population and Samples………………………………………………………………………………………… 52

Sampling Procedure…………………………………………………………………………………………………… 53

Data Gathering Procedure…………………………………………………………………………………… 55

Data Gathering Instrument………………………………………………………………………………… 57

CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Profile of the Respondents……………………………………………………………………………… 61

Motivations of the Non-Teaching Personnel in Work………………… 64

Effects of the Non-Teaching Personnel’ Motivation to

Their Work Performance………………………………………………………………………………………… 69

Met and Unmet Needs of the Non-Teaching Personnel

According to Maslow’s Hierarchy of Needs Theory……………………… 72

Suggestions of the Non-Teaching Personnel to Attain

Their Unmet Needs……………………………………………………………………………………………………… 94

Strategies in Addressing the Needs and Uplifting

The Levels of Motivation of the Non-Teaching Personnel… 100

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary……………………………………………………………………………………………………………………………… 104

7
 Major Findings…………………………………………………………………………………………………………… 105

Conclusions…………………………………………………………………………………………………………………… 110

Recommendations………………………………………………………………………………………………………… 114

BIBLIOGRAPHY……………………………………………………………………………………………………………………………… 116

APPENDICES

Appendix A……………………………………………………………………………………………………………………… 149

Appendix B……………………………………………………………………………………………………………………… 150

TRANSCRIPT OF THE INTERVIEW……………………………………………………………………………………… 151

CURRICULUM VITAE…………………………………………………………………………………………………………………… 162

LIST OF FIGURES

Figure 1. Illustration of Maslow’s Hierarchy of Needs……… 18

Figure 2. Research Paradigm…………………………………………………………………………… 22

Figure 3. Map of San Isidro…………………………………………………………………………… 52

LIST OF TABLES

Table 1: Age of the Respondents………………………………………………………………… 62

Table 2: Years of Service of the Respondents……………………………… 63

Table 3: Respondents’ Motivation to Work………………………………………… 65

Table 4: Effects of the Non-Teaching Personnel’ Motivation

To their Work Performance………………………………………………………………………………… 69

8
Table 5: Met Needs of the Respondents under

Physiological Needs………………………………………………………………………………………………… 73

Table 6: Unmet Needs of the Respondents under

Physiological Needs………………………………………………………………………………………………… 75

Table 7: Met Needs of the Respondents under

Safety Needs…………………………………………………………………………………………………………………… 77

Table 8: Met Needs of the Respondents under

Love Needs………………………………………………………………………………………………………………………… 80

Table 9: Met Needs of the Respondents under

Esteem Needs…………………………………………………………………………………………………………………… 85

Table 10: Met Needs of the Respondents under

Self-Actualization…………………………………………………………………………………………………… 90

Table 11: Unmet Needs of the Respondents under

Self-Actualization…………………………………………………………………………………………………… 92

Table 12: Suggestions of the Respondents to their

Colleagues………………………………………………………………………………………………………………………… 95

Table 13: Suggestions of the Respondents to their

Institution……………………………………………………………………………………………………………………… 98

Table 14: Strategies in Addressing the Needs and

Uplifting the Levels of Motivation of the

Non-Teaching Personnel……………………………………………………………………………………… 102

9
 ABSTRACT

Title: LEVELS OF MOTIVATION OF THE SELECTED NON-TEACHING PERSONNEL

OF GENERAL DE JESUS COLLEGE AND ITS EFFECTS ON THEIR WORK
PERFORMANCE: A QUALITATIVE STUDY

Researchers: Jemarita C. Espidol

Ivory Shane C. Garcia

Lhei Franchette Ann C. Afuan

Marco Celo B. Nilo

Heaven P. Villarin

Cyrha D. Doinog

Grade Level: ABM 11 – MCGREGOR

Research Adviser: DR. MA. CRISTINA D. RAVELA

Background/Objective: Motivation is one of the most crucial

elements in a workplace. It serves as a driving force to keep an

employee working harder and meeting the goals of their

organization. On the other hand, Non-Teaching Personnel are often

cited as the “invisible workforce” as most institutions do not

focus on them, despite being an important part of an organizational

setting. Therefore, this study focused on the levels of motivation

of the Non-Teaching Personnel of General De Jesus College and how

10
it affects their work performance with the use of Abraham Maslow’s

Hierarchy of Needs Theory to know how motivated they are and

determine what are their met and unmet needs despite not being the

focus of most organizations.

Method: Descriptive method was used in this study; specifically

phenomenological approach was used to gather data from ten (10)

Non-Teaching Personnel that were selected through purposive

sampling. In-Person surveys, Face-to-Face Interviews, Semi-

Structured Interviews, and Audio Recordings are the tools used to

collect data.

Results: The majority of the Non-Teaching Personnel are aged 51-

60 years old and most of them work for 1-30 years. The Non-teaching

Personnel’s motivation to work is their family, as it serves as an

inspiration to them, salary because it gives them the means to

provide for their needs, and the welcoming workplace environment.

Those motivations greatly affected their productivity, enthusiasm

to go to work, and it drives them to improve themselves. They were

also able to attain their needs at every level of the Hierarchy of

Needs, but in terms of Physiological Needs, the younger Non-

Teaching staff are not satisfied with their salary and they see

the need to increase it to motivate them. Moreover, a combination

of older and young Non-Teaching staff were still aiming to improve

11
themselves so they would reach their full potential, the Self-

Actualization. This study proposed a booklet to help address the

needs and uplift the levels of motivation of every staff according

to Maslow's Hierarchy of Needs.

Conclusion: It is concluded that the Non-Teaching Personnel are

from the older demographic of 51-60 years old and they are working

for a long period of time in the institution. They were also able

to reach all the levels in the Hierarchy of Needs, but for the

younger staff, they were still not satisfied with Physiological

needs as they were not pleased with their salary. Both older and

young Non-Teaching Personnel were still aiming to improve

themselves so they would achieve their self-goals and full

potential. Consequently, this study presented a booklet that can

help an institution to address the needs of their personnel and

uplift their motivation.

12
 CHAPTER 1:

THE PROBLEM AND ITS BACKGROUND

This chapter opens with the introductory part – stating the

overview and background of the study. It was followed by the

Theoretical Framework and Research Paradigm. While the Statement

of the Problem, Significance of the Study, Scope and Delimitation,

and Definition of Terms follow.

Introduction

Employee motivation is a significant factor in all businesses

and organizations. The level of motivation given to any staff

affects his or her work performance. It impacts personnel’s

attitudes and productivity toward their work. According to

Masionis (2022), worker motivation refers to the dedication,

enthusiasm, and innovation your team members bring to their work

each day. It significantly impacts practically every aspect of

your business, whether in a good or bad way. Inspired workers go

above and beyond to complete their tasks, increasing productivity

and setting an excellent example for the rest of the staff. As

Keay (2018) said, they are the organization's most valuable assets.

Value your staff in the same manner you value your customers

13
because they are your organization's most valuable asset.

Customers may be the reason your company or business thrives, but

without your staff's commitment and hard work, you will not

immediately gain customers.

To motivate an organization’s personnel in any institution,

providing for their needs plays a significant factor. The level of

their needs is directly linked to their efficiency and productivity

in their working environment. Abraham Maslow's Hierarchy of Needs

Theory is one of the most prevalent theories that help guide

organizations. Applying this theory can help identify the needs of

every personnel that can boost their motivation and work

performance.

Maslow's Hierarchy of Needs, a psychological theory of

motivation presents five levels that comprise human needs, each of

which must be met for fulfillment. It is commonly utilized in the

workplace to identify ways to motivate staff members more

effectively and guarantee meeting their needs. By comprehending

this psychological concept, one may determine whether their needs

are being met at work and how they could meet the team's needs

(Herrity, 2022).

According to the Gallup (2022) survey, only 15% of workers

globally are engaged in their jobs, raising concerns about the

14
workforce’s motivation worldwide. The same poll states that 39% of

workers think they are underpaid. Also, a 2017 study on employee

motivation found that 81% of workers would consider leaving their

current jobs for more rewarding chances (Maatta, 2022).

Considering all these statistics and studies, the researchers were

very intrigued if these findings reflect the Support Staff’s levels

of motivation. They are the employees that support the overall

being of the whole organization, specifically called “Support

Staff” or “Support Personnel” of the institution.

Conley et al. (2010) define Support Personnel as “the group

of employees traditionally known as classified or non-certificated

personnel.” They work with teachers to support students; some can

do administrative tasks. There is no one-size-fits-all solution

because a school has so many support staff roles in a school

(Twinkl, n.d.). This group comprises "school secretaries, food

service workers, custodial and maintenance workers, instructional

aides, transportation workers, and central office administrative

support staff, among others.” (Conley et al., 2010). Thus, the

work and duty of Support Personnel are highly crucial in the

organization or school setting, as it fulfills the necessary job

for the whole institution to run smoothly.

15
 Despite their importance in an organization, it was found

that 90% of support staff labor in Kenya are under challenging

conditions such as poor compensation, lack of recognition, delayed

salary payment, a lack of job description, and working outside

official working hours (Opondo & Ajowi, 2015). Consequently, the

researchers were curious if the Support Personnel of General De

Jesus College experienced those things too.

This study aims to identify the needs and levels of motivation

of the Selected Non-teaching Personnel of General De Jesus College,

one of the most prominent institutions in Nueva Ecija, in pursuit

of finding its effects on their work performance as this study

could help not only this particular institution’s growth but also

other organizations. This research will use Abraham Maslow’s

Hierarchy of Needs Theory to know how motivated the Non-Teaching

Personnel is and what are their needs under each level of the

hierarchy that they have met or not yet achieved. This would help

the personnel to voice out their needs and develop a solution to

provide the unmet ones to encourage them further and improve their

work performance which can contribute to their organization’s

success.

16
Theoretical Framework

When staff do not receive the satisfaction they desire from

their work, they may lose motivation, which may negatively impact

their job performance and result in job dissatisfaction (Calaycay

et al., 2020). Thus, knowing your staff's motivation levels is

essential to good work performance because it affects them

personally and professionally.

This study is based on Abraham Maslow's 1943 Hierarchy of

Needs Theory. One of the most popular and frequently cited content

theories of human motivation (Fallatah, 2015). In many different

contexts around the world, it made a significant contribution,

including Organizational Behavior and Management (Kaur, 2013),

Psychology (Dohlman et al., 2019), Healthcare settings (Jackson et

al., 2014), Educational settings (Milheim, 2012), etc.

According to Maslow (1943), human behavior is motivated by

the need to fulfill a certain need. The hierarchy of Needs Theory

states that a human is motivated into five (5) basic needs –

Physiological Needs, Safety Needs, Love Needs, Esteem Needs, and

Self-Actualization. These needs are illustrated in a pyramid form.

To be motivated, an individual should attain the lowest part of

the hierarchy to progress to the next level of motivation. However,

the pyramid that most people know was not actually part of Maslow’s

17
original work, but what is clear about his theory is that if the

basic lower-tier requirements are not met, the person will struggle

to progress to higher levels - and may even regress if the primary

needs are threatened (Strick, 2022).

Figure 1. Illustration of Maslow’s Hierarchy of Needs

Self-
Actualization

Esteem
Needs

Love Needs

Safety Needs

Physiological Needs

The different levels of needs in Maslow’s hierarchy are discussed

as follows:

18
 i. Physiological Needs

Physiological drives are typically used as the foundation for

motivation theory (Maslow, 1943). These are air, food, water,

shelter, oxygen, money/salary, etc. This physiological need is,

without a doubt, the most powerful and urgent need. This means

that in the man who feels he lacks everything in his life, the

physiological demands are the most motivating factor, rather than

the others. In other words, a person in a life-threatening

situation is likely driven by these requirements (Suyono &

Mudjanarko, 2017).

ii. Safety Needs

The second tier of the hierarchy includes the security of the

body, employment, resources, the morality of the family, and

health. Maslow described this level as equal to Physiological

needs, but Esteem needs have a higher degree.

iii. Love Needs

As humans are social beings who long for interaction with

others, this level is genuinely relevant to them, mainly because

it outlines the need for friendship, intimacy, love,

belongingness, etc. People need to be loved and accepted to feel

19
like they belong in a group. When these needs are unmet,

individuals may experience loneliness or depression (CFI, 2023).

iv. Esteem Needs

After fulfilling the three levels, Esteem Needs become

dominant. This level underscores the need to gain recognition,

status, and respect. If these needs are met, individuals feel

confident and valuable.

Maslow categorized this tier into two: the need for respect

from others and the need for respect from oneself. Respect from

others includes achieving fame, prestige, and recognition. Respect

for oneself relates to dignity, confidence, competence,

independence, and freedom (CFI, 2023).

v. Self-Actualization

This is the final level of the hierarchy which refers to

achieving a person's full potential. People at this level aspire

to be the best that they can be. In other words, it is the pursuit

of personal growth.

While numerous studies have attested to the model's broad

relevance and applicability, some proper investigations have

suggested that the theory's universal applicability is limited due

to its Anglo-Saxon monoculture emphasis (Fallatah, 2015). In light

20
of these opposing viewpoints, the researchers used this theory to

examine its suitability, as one of the prominent motivational

theories, in determining the levels of motivation of the Selected

Non-Teaching Personnel of General De Jesus College. Additionally,

this theory applies to this research as this study is about

workforce organization.

According to Jerome (2013), “Maslow’s hierarchy of needs

theory remains relevant in every sector of our business today.” He

underscored that the lower-order needs (Physiological and Safety

needs) might be related to organizational culture. Every new

organization goes through this lowest stage where they struggle to

meet their necessities for survival. Also, the third stage (Love

needs) would correspond to the formation of organized roles within

the organization into distinct units, representing the Human

Resource Management function that jives with organizational

culture.

The Hierarchy of Needs by Maslow is theorized to determine

one’s motivation level, stressing that one cannot go to the higher

level of the model if the lower-part needs are not yet fulfilled.

The application of this model will play a significant factor in

determining an individual's met and unmet needs and will serve as

a tool to know how motivated they are in their workplace.

21
Consequently, it would show how those factors affect an

individual's motivation and work performance.

Figure 2. Research Paradigm

I. Profile of the Respondents

II. The Met and Unmet Needs of the Non-Teaching

Personnel under Maslow’s Hierarchy of Needs

III. Effects of the Attainment of Needs under

Maslow’s Hierarchy of Needs Theory to the
Levels of Motivation and Work Performance of
INPUT
the Non-Teaching Personnel

IV. Suggestions for their Colleagues and

Institution in addressing their needs and
motivation

I. In-Person Surveys

II. Data Collection of

Respondent’s Profiles

III. Administering Face-to-Face

PROCESS and Semi-Structured

Interviews

IV. Data Analysis

I. Awareness on the Unmet and Met Needs of

the Personnel of General De Jesus College

under Maslow’s Hierarchy of Needs and how

it affects their Work Performance OUTPUT

II. A booklet that addresses the Needs of

the Non-Teaching Personnel

22
 This study's research paradigm employs the IPO technique,

which stands for Input-Process-Output. The “IPO model” shows a

causal structure in which the outputs are a function of numerous

group processes, further influenced by various input variables

(“Input-Process-Output Model”, 2016). Every piece of information

and material needed for the process is shown in the IPO diagram,

with precise details and a list of all the products and byproducts

it produces (Canonizado, 2021).

The researchers used this diagram to determine the Motivation

Levels of the Non-Teaching Personnel of General De Jesus College

and how it affects their Work Performance. This diagram will serve

as a cause-and-effect analysis to know how the support staff’s

motivation level affects their performance at work. The Input

column contains all the information and answers collected from the

respondents. While the Process column states all the data-

gathering techniques used for this study, such as In-Person

surveys, Face-to-Face Interviews and Semi-Structured Interviews,

consented Audio Recordings, and Utilization of Similar Studies.

“It is believed that using different types of procedures for

collecting data and obtaining information through different

sources can augment the validity and reliability of the data and

their interpretation.” Zohrabi (2013). These methodologies helped

the researchers to arrive at logical and precise results, which

23
led them to have an output that addresses the needs and motivation

levels of the Non-Teaching Personnel.

Statement of the Problem

The main objective of this study is to know and understand

how the attainment of needs under Maslow’s Hierarchy of Needs

Theory affects the level of motivation and work performance of the

Non-Teaching Personnel of General De Jesus College. This

phenomenological study aims to serve as a tool to know the unmet

and met needs of the Support Staff and to motivate and improve

their work performance.

Specifically, it aims to answer the following questions:

1. How may the profile of the respondents be described in terms

of:

1.1. Age;

1.2. Years of Service?

2. What are the motivations of the Non-Teaching Personnel?

3. How do these motivations affect their work performance?

4. What are the needs under Maslow’s Hierarchy of Needs Theory

that the Non-Teaching Personnel have already met and not met?

24
5. What recommendations can the Non-Teaching Personnel suggest

to attain their unmet needs based on their work experiences?

6. What strategies may be proposed to address the needs and

uplift the levels of Motivation of the Non-Teaching Personnel?

Significance of the Study

This study will be beneficial to the following:

Non-Teaching Personnel - As the chosen respondents for this

research, the results of this study will assist them to voice out

their needs that up until now are not yet fulfilled. They will

also be asked about their levels of motivation that will help them

realize the importance of their job in the whole institution.

Furthermore, this can serve as a guide for them to be able to help

themselves satisfy some of their demands that they are the only

one who can provide.

Human Resource Department - As the said department is responsible

for the overall well-being of the Support Staff, the results of

this study will help them to accumulate knowledge and information

that they can use to easily help themselves in managing the life

cycle of the Personnel and administering Personnel benefits, such

25
as personal and organizational skills, career development and job

satisfaction to their Personnel.

School/Academe - This study will also be helpful to the school

because it will enable them to know the unmet needs of their

Personnel, which is extremely crucial in maintaining them in their

workplace. The school administrator can also provide the needs of

their Support Staff to motivate them even more and increase their

work engagement. Having a concern with the needs of your Staff is

a great way of understanding them as a human who has needs.

Researchers - The results of this research will expand the

researchers’ knowledge about the usage of Maslow’s Hierarchy of

needs and will help them in the future to put this in an application

for their chosen job. This study would also satisfy the curiosities

of the researchers about what are the levels of motivation of the

Personnel of General De Jesus College and how it affects their

work performance.

Future Researchers - This study may serve as a guide and reference

to future researchers who will plan to make a study related to the

usage of Maslow’s Hierarchy of Needs. This may provide

encouragement as well as insights and inspiration in developing a

knowledge of the needs and levels of motivation of the study's

respondents.

26
Scope and Delimitation

This study focuses on the Levels of Motivation of the Non-

Teaching Personnel in General De Jesus College who work in the

said institution during the school year 2022-2023. The respondents

of this study were limited to ten (10) Non-Teaching Personnel of

the Abovementioned School, which includes the staff from the

Library, Registrar Office, Clinic, and Human Resource Department.

The respondents were chosen according to their years of

service, from 1 year to 40 years. After learning about the Non-

Teaching Staff’s length of service, the researchers grouped them

according to how long they have been working. Their years of

employment were divided/bracketed into four: 1-10 years, 11-20

years, 21-30 years, and 31-40 years. From each bracket, the

researchers chose three (3) respondents except for the 31-40 years

bracket, in which they only choose one (1) respondent. The

conductors of this study believe that these bracketed years of

service will give them information on how each Support Staff's

motivation levels differ. This study focuses on the respondents'

experiences and perspectives. Consequently, the findings may be

inapplicable to Non-Teaching Personnel who do not belong to the

study's population.

27
Definition of Terms

For clarification and better understanding, the important

terms used in this study are hereby defined:

Experience - serves as a knowledge or expertise that you have

obtained through direct observation or participation.

Eye-opener - is something that will make you see the situation and

as well as the world differently which can sometimes lead to

changes in perspective or beliefs.

Hierarchy - a system in which people or things are put at various

levels or ranks according to their importance.

Incentives - something, particularly money, which is allotted to

encourage and motivate every person to do something, mainly to

make them work more effectively and more efficiently.

Motivation - is the positive process of motivating, stimulating,

or influencing individuals to take action in order to fulfill

certain goals.

Needs - is a state of self-deprivation about something that is

deemed to be necessary.

Non-Teaching Personnel - persons employed by a school system who

do not serve as a teacher. They just mainly offer other services

28
that do not help the students directly with their studies, but

help in greatly improving their experience at the school.

Organization - associations of people who seek common goals

together in an organized way for a shared purpose; it aims to

accomplish something.

Rewards - is a system where people are generally acknowledged by

organizations for the services and efforts they perform in

intrinsic or extrinsic ways, such as through cash pay and a wider

benefits package like pensions, health insurance, etc.

Struggles - refers to an obstacle that one has to overcome or a

symbol of challenges and weakness.

Voice out - all about expressing one's mind openly and freely

without getting afraid - what you think or feel, your opinion, and

beliefs.

Working Capacity - the measurements of capacities, skills,

personality, and capabilities of an individual defining how long

they can last.

Work Performance - is how well an individual fulfills the duties

of their responsibilities, completes required tasks and behaves in

the workplace.

29
 CHAPTER 2:

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents all the pre-existing literature and

studies written by foreign and local authors that are relevant and

connected to the present study. It includes a summary of different

themes and points that the researchers considered in strengthening

the importance of this research. Additionally, this section

enabled the researchers to provide a brief overview and strong

foundation that contributed to the study.

Concept of Motivation

Motivation comes from the Latin term “motivere” which means

“to move”; it is one of the main factors that energizes or

activates our behavior (Neta, 2019). While Noor (2020) defines

motivation as “the wants or needs inside people that 'motivate' or

propels them to work the hardest to accomplish their objectives.”

Another definition of motivation, according to Tohidi (2012), is

“powering people to achieve high levels of performance and

overcoming barriers to change.” Despite the different

terminologies and explanations they stated, it only leads to one

evident meaning – to move an individual to complete their tasks.

30
 For an organization to succeed, employees must be motivated

(Jungert et al., 2018). Motivated employees direct their efforts

on accomplishing company objectives and generating benefits

(“Impact.” 2022). This means that goal-driven staff contributes to

their organization as they can give their best work to the company.

With this, they become their institution’s biggest asset.

This concept is supported by Ganta's study in 2014, which

stated that motivation is crucial in every business to increase

employee productivity and organizational effectiveness. Al Jasmi

(2012) echoed the same observations when he claimed that motivated

workers influence not only their work performance but also the

productivity of the entire organization, after investigating 35

employees. This is further elucidated by Schooley (2023) when she

wrote an article stating the following benefits of a company that

has motivated workers:

1. Increased employee engagement

2. Higher productivity and performance

3. Greater levels of creativity and innovation

4. Improved manager-employee relationships

5. Better customer service

6. Great company culture

7. Positive company reputation

31
 8. Lower employee absenteeism and turnover

Thus, the importance of motivated employees in a company is

extremely crucial as it does not only benefit the personnel

themselves but also the company. However, according to Maatta

(2022), employee motivation does not get enough attention. In fact,

according to a Gallup survey, only 15% of employees are engaged in

their jobs. Statistics also showed that only 10% of Europeans are

engaged and only 33% in the United States. Also, a 2017 survey on

employee motivation said that 81% of workers would think about

leaving their current jobs for better opportunities. The same

survey also found that 74% of respondents would accept lesser pay

to work at their ideal jobs or for an employer that values

motivation.

Aligned with these statistics, Autonomous (2022) enumerated

different consequences of having unmotivated staff in an

organization:

1. Lower Productivity: Employees who lack motivation have poorer

productivity as a result. Without a sufficient incentive to

complete tasks, the business runs the danger of supplying

clients with mediocre work and late deliveries of orders.

32
 2. Increased Turnover: Employees who do not feel engaged or

challenged at work are more inclined to quit and look for

employment elsewhere.

3. Toxic Workplace: If there is a lack of excitement and

disinterest among coworkers, potential employees can take on

those traits. The reputation of the company could be damaged.

Thus, motivating an employee is extremely important, for it

will not only benefit the worker itself, but the whole organization

as well. This may be challenging for the company, but understanding

and providing for the needs of their staff will undoubtedly bring

them success.

Worker Motivational Factors

The concept of motivation includes the behaviors that people

acquire or are provided for them to motivate them. These are called

“Motivational factors." Motivational factors play a vital part in

boosting employee job satisfaction (Ahmed, 2010). The following

are the most listed motivational factors in the pre-existing works:

Intrinsic Motivation

Humans have become curious, active, and intensely social

beings, driven by intrinsic tendencies to understand and master

33
our inner and outer worlds (Ryan & Deci, 2017). Cherry (2022)

defines Intrinsic Motivation as “actions that are driven by

internal rewards." Which means you engage in an activity entirely

for the enjoyment and personal fulfillment it provides (Longhurst,

2019). In simple terms, Intrinsic Motivation is about fun and

satisfaction that gives you personal pleasure and not about gaining

an external reward. It also includes searching out and

participating in things that we find challenging, intriguing, and

internally fulfilling (Longhurst, 2019).

Furthermore, Intrinsic Motivation is based on self-

determination theory – a combination of Maslow's Hierarchy of Needs

and Herzberg's Motivator-hygiene Theory (Perry, 2022). It states

that an individual can motivate himself by doing things according

to his passion and values.

A clear example of this is competing in a sports competition

because it gives you enjoyment and not because of the trophy you

will receive afterward (Longhurst, 2019). An example of this in a

workplace setting is working with a teammate out of a desire to

assist rather than out of necessity (Asana, 2021).

Hur & Kinley (2016) presented that Intrinsic Motivation

improves organizational performance and allows workers to develop

and lead more independently in the long run. Likewise, Shahzadi et

34
al.'s (2014) study entitled “Impact of employee motivation on

employee performance”, found that employee performance and

motivation are significantly influenced by intrinsic rewards. The

same findings were discovered by Putra et al. (2016), who expressed

that increasing employees' work engagement was largely due to

Intrinsic Motivation. Furthermore, Intrinsic Motivation involves

three essential factors:

1. Autonomy - people need to believe they have choices.

2. Mastery - people need to have the right skills and the

opportunity to show them.

3. Connection - people need to deepen their connections with

others.

Managers should encourage their staff members' sentiments of

Autonomy, Mastery, and Connection with the intended change to

promote intrinsic motivation for change (Hur & Kinley, 2016). Thus,

taking note of these three factors and fostering them can help an

individual or staff be more intrinsically motivated – which mostly

moves a worker, according to the presented studies.

35
Extrinsic Motivation

Based on Hortillo (2019), it is frequently stated that poor

public service performance can be attributed to public servants

earning lower pay than their private-sector counterparts.

Unlike Intrinsic Motivation, which is about enjoyment and

personal satisfaction, Extrinsic Motivation is a factor that uses

external rewards to motivate a worker, such as pay, increase in

salary, promotion, etc. This motivator includes tangible and

abstract rewards like fame and garnering praise (Fernandez, 2018).

Although Intrinsic Motivation is usually perceived to be more

effective as a motivating force, Extrinsic Motivators are

sometimes thought to help promote action for behaviors that are

not intrinsically interesting, like recycling, doing homework, and

obeying traffic laws (Legault, 2020).

According to Herrity (2022), extrinsic motivators are

beneficial when avoiding punishments or something unpleasant

(e.g., having your boss angry, suspension from school or work,

etc.). This was supported by Fernandez (2018), stating that

Extrinsic Motivation is the most effective when the reward is

utilized sparingly enough to maintain its impact. These statements

were supported by a study at the University of the Philippines

Diliman, written by Victorio et al. (2022), they examined 10

36
Filipino working students and found that they are mainly motivated

by financial needs. Lee and Lin’s research in 2014 confirmed the

same findings, indicating that “employees care about reasonable

salary mechanisms, motivating human resource strategy, appropriate

reward system, and available communication channels.” They also

stated that if employees believe their wage is lower than the

market average, they would have unsatisfied feelings, put in less

effort for the firm, and feel exhausted or desire to quit. Based

on these findings, Lee & Lin offered the following recommendations:

1. Businesses should perform salary surveys regularly

2. Understand the average salary in the market

3. Adjust salary mechanism based on the organization’s financial

status

In fact, the Philippines has implemented the Performance-

Based-Bonus (PBB) policy in 2012 to reward outstanding employees

based on their individual and team performance. This includes

augmenting their salaries. Albert et al’s study in 2021 assessed

the effects of PBB on the 1,200 respondents which includes PBB

focal persons and members of the performance management teams of

selected agencies, including oversight agencies. Their study found

that “PBB has helped boost the motivation and productivity of

employees, which can lead to individual and agency-wide

37
improvement.” They also highlighted that PBB can be revamped to

focus on public-sector changes.

Moreover, companies should also know if extrinsic motivators

are the ones that their workers need, because when the award is

gone or the value is exhausted, it may result in poor work

engagement and an absence of motivation. Thus, extrinsic

motivators should be assessed on a case-by-case and person-by-

person basis.

Peer-to-Peer

According to Van den Broeck et al. (2016, cited in the study

of Jungert et al. in 2018) one of the numerous aspects of a job

that mostly affects an employee's motivation is the support from

your colleagues. Having cared for each other in the workplace gives

them a warm environment and motivation to continue working. Kuzu

& Ozilhan’s study in 2014 states that “Relationship between

employees and sharing of knowledge is good and the employee's

performance can be good in businesses.”

Relationships in the company start when the employer hires an

employee. The development of the hired worker with his colleagues

may result in a good relationship and a warm working environment.

They get to know each other, help each other, and create a bond

that sets a great mood in the workplace. A good relationship can

38
cause a good mood for Personnel to have a comfortable working

environment.

In the study entitled “The Effects of Coworker Relationships,

Involvement, and Supportiveness on Job Satisfaction and

Performance” by Occhipinti et al. (2018), they found that there

was a “significant association between group support and job

satisfaction.” They virtually surveyed sixty-four (64) College

students, and they concluded that the positive relationships,

involvement, and job satisfaction, in a group scenario, have

connections. This strengthens the Peer-to-Peer motivating factors

of this research.

Furthermore, motivation can be seen as a strong concrete way

to work, especially during the pandemic as it affected the mental

health of the employees. Bulińska-Stangrecka & Bagieńska (2021)

investigated 220 IT employees and found that “positive employee

relations contribute to the level of job satisfaction”. Their study

also underscored “trust” as an important factor that mediates peer-

to-peer relationships in a company.

Leadership

It has been noted by Kurniawan et al. (2021) that leadership

is one of the factors that can motivate a worker and improve their

work performance. Their findings concluded that “the role of

39
leadership variables to improve employee performance variables is

very important”. Khan & Wajidi (n.d.) echoed the same observations

claiming that team building and leadership have a significant

impact on the motivation level of the workplace. A leader has a

lot of characteristics and traits that can encourage the personnel

under him or her. They can instill confidence and knowledge that

will benefit the workforce. Chair et al. (2017) further elucidated

this concept by stating the importance of leadership in the

workplace:

1. Provides focus and drives the team forward.

2. Empowers team members to work at their full potential.

3. Takes responsibility for decision-making.

Chair et al. (2017) also noted that leadership can be

practiced regardless of the title or position that you have.

Leadership is a crucial trait to possess because a competent leader

can inspire his or her team to work together toward a common

objective by bringing out the best qualities in each person (Chair

et al., 2017).

Additionally, leaders or managers can be the ones who can

provide incentives to motivate an employee. With regard to Liu &

Liu’s study in 2022, they found that rendering monetary incentives

by management positively affected the performance and motivation

40
of employees. The same findings were expressed by Dr. Daniel

(2019), saying that “there was a positive relationship between

incentives and productivity.” And aside from monetary incentives,

they also underscored how including them in attaining

organizational success can be a factor to motivate them, because

their cooperation is needed by the company to function.

Motivation in the Philippine Culture

Artiaga (2021) states that the Philippines is one of the most

prominent business outsourcing sites. It is because they are

dedicated to providing the highest service quality (Gallimore,

2022). However, Hernandez (2015) questioned, “How do you motivate

the Filipino workforce to be on top of their game and do their

jobs well?” Thus, the following most cited Filipino motivational

factors are stated:

“Utang na Loob”

According to Hernandez (2015), Filipinos are primarily

family-oriented, generally working to provide for their families

rather than for personal fulfillment or career recognition. Menges

et al. (2017) found that supporting a family is a great source of

motivation that can improve working success. This reflects the

41
famous Filipino term “utang na loob." When Filipinos are asked

about this phrase, they struggle to express it, but the simplest

explanation of this may mean debt of gratitude and reciprocity

(Menguin, n.d.). Literally, “utang” means debt and loob means the

inside of a person.

Although “loob” means the inside of a person, debt is not

usually an external thing but also an intangible thing. “What is

owed is intangible and thus cannot be repaid by material things,

i.e., it is understood to be non-repayable.” (Tablan, 2021). The

real focus of this term is “loob,” the goodwill that you owe, and

not “utang” (debt). Thus, it is the goodwill that you will never

forget from a person. This connects to families, as Filipino

workers are usually obligated to repay their families. Every child

of a family typically works for the sake of their family, who

sustains them in this world.

“Kapwa”

Another motivator in Filipino culture is “kapwa”, although it

has no direct English explanation, it simply means “others” or

“other people”. Ilagan et al.’s study in 2014 stated that “The

importance of kapwa in the Filipino psyche not only guides the

Filipino into maintaining homeostatic relationships but also makes

them act out of genuine care for the other”. This concept is often

42
referred to as “pakikipagkapwa tao”, interacting with and treating

“your fellow human” the same way you want to be treated. As Pangan

et al. (2008) stated, the quality of coworker relationships and a

sense of belonging to a company is essential to Filipino Culture.

“Pakikisama”

According to Lynch (1962), cited in “Meaningful Works for

Filipinos (2021)," Pakikisama is “a facility at getting along with

others in such a way to avoid outward signs of conflict: glum or

sour looks, harsh words, open disagreement, or physical violence.

It connotes the smile, the friendly lift of the eyebrow, the pat

on the back, the squeeze of the arm, the word of praise or friendly

concern.” It is a special ingredient in a workplace that allows

harmony and camaraderie. Tablan’s study in 2021 highlighted that

Pakikisama is indispensable in the workplace. Despite all the heavy

workloads of the Staff, they become happy with their colleagues

and enjoy each other’s company. Being a good worker necessitates

not only technical knowledge but also interpersonal qualities.

This was supported by Ilagan (2014), claiming that understanding

how to make Pakikisama in terms of excellent interpersonal skills

is seen as job-related by Filipinos in every workplace.

43
Role of Support Personnel in the School Setting

According to the study entitled “Education Support Personnel:

Shining Light on the invisible workforce," Education Support

Personnel (ESP) are vital to the education workforce. They assist

in completing all background tasks and unnoticed duties that ensure

teachers can teach and pupils may learn (Butler, 2019). They are

non-teaching staff that contribute to the school organizations.

This group includes school secretaries, janitors/janitresses,

maintenance workers, office administrative staff, etc. According

to Conley et al. (2010), they are believed to make up 31% of the

full-time staff of schools.

They go hand-in-hand with the educators so learners will have

an excellent and comfortable learning environment. They can

improve the school atmosphere and develop strong, trusting

relationships with children by encouraging parent and family

involvement in their student's education (Safe Supportive Learning

Environments, n.d.). Furthermore, based on the study in 1967 cited

in “Support personnel in schools: Characteristics and Importance”

(2010), they have been referred to as the “task environment” of

the school organization.

Despite their importance in the educational setting, it was

found that 90% of support staff labor under challenging conditions

44
such as poor compensation, lack of recognition, delayed salary

payment, a lack of job description, and working outside official

working hours (Opondo & Ajowi, 2015). This shows that even if they

are an essential ingredient in an institution, they are mistreated.

Only minimal studies talked about their jobs and limited attention

is only rendered to them in the educational literature (Conley et

al., 2010). Even if all the literature states how necessary their

duty is, the lack of recognition for them prevails.

Employee Work Performance

Litmos (n.d.) defines Work Performance as “how well a person

executes their job duties and responsibilities.” It includes

quality, quantity, and efficiency of work. Many companies evaluate

their employees’ work performance to know what aspects of their

job needs more improvement. Thus, managers have the responsibility

to monitor their employee’s work performance.

Any organization's success primarily depends on the

performance of its staff; when staff members are productive,

engaged, and driven (Indeed Editorial Team, 2022), they bring

success to their company. Additionally, their institution could

give them that driving force like incentives, intrinsic and

45
extrinsic rewards (Aamir, A. et al. 2012), and more to meet their

own goals and the goals set by the organization (Burton, K. 2012).

Tarver et al. (2020) claimed that a company's corporate

culture determines its success. It is assumed that a strong company

culture will be one that firmly instills fundamental principles

and is well-liked by workers. The greater the degree of adherence

by employees to the organization's fundamental principles and the

better the organizational culture is, the more committed they are

to these ideals.

Work ethic is another variable that might impact employee

success. According to Mukrodi and Wahyudi (2018), Work Ethic is a

philosophy that sees commitment or hard work as a precious value.

This indicates that the term "work ethic" is how much a worker

supports a specific company and its objectives and desires to

continue being a member of the organization.

All of the mentioned motivational factors affect the work

performance of an employee, but knowing what the employee needs

more will be a great help to motivate them. Because every

individual has their own certain needs and motivators; it may be

intrinsic motivation, extrinsic motivation, their relationship

with colleagues, etc. It depends on them. Knowing and providing

for each need of an employee by their company may be burdensome,

46
but in return, it is the organization where they belong that will

benefit.

47
 CHAPTER 3:

RESEARCH METHODOLOGY

In this chapter, it presents how the study was conducted. It

identifies the research design and methods used. The Research

Locale was explained. It also describes how the respondents were

chosen. Moreover, this chapter includes the Sampling Procedures,

Data Gathering Procedure, and Data Gathering Instruments used to

carry out this study.

Research Design

This study has made use of Descriptive design, which is

defined as a research method used to describe an existing

phenomenon as accurately as possible (Atmowardoyo, 2018). It only

answers the questions of who, what, where, and when, with the sole

purpose of describing the respondents’ answers. The descriptive

research method involves data collection through the use of

interviews, observations, questionnaires, accurate data analysis,

etc. This method helped the researchers to assess the levels of

motivation of the Non-Teaching Personnel of General De Jesus

College.

48
Research Approach

This study employed a qualitative approach that explores and

provides deeper insights into real-world problems. A qualitative

study investigates a phenomenon in its natural setting, aiming to

make sense of or interpret events in terms of the meanings that

people assign to them (Walia, 2015). Instead of collecting

numerical data points or intervening or introducing treatments

just like in quantitative research, qualitative research helps

generate hypotheses as well as further investigate a population by

gathering participants' experiences, perceptions, and behavior. It

answers “how” and “why” events happen instead of how many or how

much.

Furthermore, the researchers specifically used phenomenology

as the qualitative approach of this investigation. According to

Neubauer et al. (2019), phenomenology is typically defined as the

study of phenomena as they manifest a person's experience, of how

people perceive and understand phenomena, and of the significance

that phenomena have in each individual's subjective experience. In

simple terms, it is a type of research that focuses on the lived

experiences of the population of a study.

49
Research Locale

In the large province of Nueva Ecija, a municipality called

“San Isidro” is located. In that town, a private, stock, and non-

sectarian school is named General De Jesus College, which is

governed by a board of several directors. Accordingly, this study

was conducted on the premises of the abovementioned institution.

The school is named in honor of General Simeon De Jesus, San

Isidro’s hero. With the purpose of providing education to San

Isidro’s youth after World War II. GJC was founded by Paz

Policarpio-Mendez, Soledad Medina, Francisco Narciso, Teofilo P.

Abello, and Richardo Odulio in 1946 when it was formerly known as

General De Jesus Academy.

General De Jesus Academy started in a rented building with

Liberal Arts as the only course it offers in 1978-1979. It was

later converted into a college on August 28, 1997, when the

Securities and Exchange Commission (SEC) approved the change in

its status. Since then, the school has been called General De Jesus

College.

After 77 years of service, General De Jesus College is now

one of the leading institutions in Nueva Ecija that offer high

education to its students from Pre-Elementary to College - serving

as a foundation for their futures. The school also employs people

50
around the area. Thus, General De Jesus College is the perfect

location for the research to be carried on, as the researchers

were able to get a plentitude of significant information, different

ideas, and opinions from the real experiences of the Non-Teaching

Personnel that was needed in the study.

PHILOSOPHY

The development of a morally upright, civic-minded, and useful

citizenry is the responsibility of any educational institution.

VISION

A leading quality educational institution in Central Luzon

producing graduates that imbued with discipline, integrity, and

excellence that they may contribute to local,

national and global development goals.

MISSION

General De Jesus College is committed to producing graduates

instilled with life and career competencies and essential values

that they may become useful and productive citizens.

51
 Figure 3: Map of San Isidro

Population and Samples

A total of ten (10) Non-Teaching Personnel of General De Jesus

College participated as the respondents of this study. It includes

Staff from the Library, Clinic, Finance Office, Registrar's

Office, and Human Resource Department. The researchers surveyed

every Non-Teaching Personnel of the school first, to know who are

the ones who met the criteria as a respondent of this study. From

the raw data that the researchers collected, they grouped the

survey participants according to their years of service and they

were able to determine the chosen respondents for this research.

52
The following shows the percentage distribution of the respondents

of this study:

YEARS OF SERVICE NUMBER OF RESPONDENTS PERCENTAGE

1-10 YEARS 3 30%

11-20 YEARS 3 30%

21-30 YEARS 3 30%

31-40 YEARS 1 10%

TOTAL 10 100%

Sampling Procedure

The collection of data is a vital component of research since

it enables one to establish a theoretical framework. It is the

method of getting data and the source of the data is selected with

caution since no amount of analysis can compensate for incorrectly

collected data (Etikan et al., 2016). Purposive sampling is applied

to determine who among the people possesses the criteria for this

study.

According to Etikan et al. (2016), the purposeful selection

of a participant is a component of the judgment sampling method,

which is also known as purposive sampling. The researchers choose

53
what information is necessary to have and then search for sources

willing and able to supply it based on their knowledge or

experience. It is frequently used in qualitative research to

identify and select the circumstances with the most data to ensure

the resources are used as effectively as possible. This entails

determining and selecting individuals or groups of individuals who

are knowledgeable and skilled in the phenomena of interest.

The researchers conducted an In-Person survey, wherein the

interviewer is physically present to administer the survey and

help the participant in answering the questions (Doyle, n.d.). It

is a survey approach used when a specific target audience is

involved (Sincero, 2012). This is utilized to assess the

eligibility of the Non-Teaching Personnel; if the criteria for the

respondents apply to them and also to know if they are willing to

participate as a respondent of this study. Respondents that will

be involved in this study must meet the following criteria:

1. Must be a Non-Teaching Personnel at General De Jesus College

2. Must be working for 1 year to 40 years

3. Agreed to be interviewed

Within this context and with regard to the data they gathered

from the In-Person survey, the researchers selected three (3)

respondents from the bracket of one to ten (1-10) years, ten to

54
twenty (10-20) years, twenty to thirty (20-30) years, and one (1)

respondent in the thirty to forty (30-40) years bracket. Thus,

there would be a total of ten (10) respondents. The author of this

study believes that these bracketed years of service will help

them understand how the degrees of motivation of each Non-Teaching

Personnel vary.

Data-Gathering Procedure

To conduct this qualitative research, the researchers first

spread consent letters to the different Head departments to which

Non-Teaching Personnel belong. These consent letters were sent to

the Heads of the Library, Finance Office, Registrar’s Office,

Clinic, and Human Resource Department, asking for permission to

conduct a survey and interview and use Non-Teaching Personnel’s

basic information under each department as the data for the study.

After the consent papers were approved, the researchers then

performed an In-Person survey to each of the Non-Teaching staff;

asking about their name, age, department where they belong, years

of service, and if they want to be interviewed. This in-person

survey helped the researchers to know if the participants are

qualified based on the criteria, as this is a survey approach used

when a specific target audience is involved (Sincero, 2012).

55
 Then, the researchers grouped them according to their years

of service and were able to determine who will be their chosen

respondents. This study has a total of ten (10) respondents. The

researchers were only able to gather respondents from the Clinic,

Library, Registrar Office, and Human Resource Department as the

qualified respondents were only found there. The researchers then

scheduled a time for the face-to-face interview with the selected

respondents, where they are free and available. But before that,

they were asked first for permission to be interviewed with the

researchers recording the whole interview with a smartphone. They

signed a consent paper ensuring confidentiality between the

researchers and the respondents. Then, the respondents were

informed about the topic of the research, where it will focus, and

what it involves. So they would have insights and preparation for

the interview.

Furthermore, the conductors of this study have provided

fourteen (14) structured questions that will serve as a guide for

them in performing the interview not exceedingly 5-15 minutes.

They also employed Semi-Structured Interviews to help them and the

respondents to arrive at a precise answer.

56
Data Gathering Instrument

As this is qualitative research, the researchers served as

the primary data-gathering instrument by going to the respondents

of this study, one by one. Aside from that, the following are the

instruments that the researchers use in collecting the data for

this study; In-person surveys, Face-to-face interviews and Semi-

Structured interviews, and authorized Audio recordings.

IN-PERSON SURVEY

The first instrument used is the In-Person Survey. The

researchers directly approached the respondents to determine their

eligibility to meet the criteria for the research topic and to

know if they would like to participate in this study. The survey

contains questions about their basic information that is needed

for the researchers to determine whether they will be chosen as

the respondents of this research. The researchers ensure that the

respondents have the freedom in choosing whether or not to

participate. The following are the questions asked in the In-

Person Survey:

1. How old are you?

2. In what department are you designated?

57
 3. How long have you been working as a Non-Teaching Personnel in

General De Jesus College?

4. Would you like to participate as a respondent of this study?

INTERVIEW

The next instrument used is the Interview. This is the primary

data-gathering instrument of this investigation because it gave

the researchers more information about the topic and it enabled

the respondents to fully express their in-depth experiences and

answers. Two kinds of interviews were used to conduct this

research: Face-to-Face Interviews and Semi-Structured Interviews.

Face-to-Face Interview

Face-to-face interviews with chosen respondents are one of

the most common data collection techniques for qualitative

research. The University Libraries (2018) defined interviews as an

instrument for collecting a richer and more relevant source of

information on someone. This helped the research’s authors to gain

the information they needed the most for this study.

Semi-Structured Interview

During the face-to-face interview, the researchers

implemented the semi-structured interview. This method will not

58
strictly follow a formalized list of questions. Instead, it allows

the researchers to collect open-ended data, explore the

participant’s thoughts, feelings, and beliefs about a specific

topic, and delve deeply into personal and sometimes sensitive

issues (DeJonckheere & Vaughn, 2019). Although there is a

structured interview used by the researchers, the semi-structured

interview played a big part in the respondents fully expressing

their answers and for the researchers to completely understand and

analyze their responses. The researchers ensured that the

interview questions were made easy and were mostly based on Abraham

Maslow's Hierarchy of Needs, which is known as the motivational

theory of every staff out there. Therefore, the questions asked by

the researchers were based on the structured interview, with the

inclusion of follow-up questions.

AUDIO RECORDING

The researchers interviewed the respondents with the aid of

authorized audio recordings. Using audio recordings can be quite

beneficial in ensuring that the researchers don't miss any vital

information. Because with this instrument, the researchers were

able to carefully and accurately capture what is said by the

respondents during the interview and transcribed them afterward,

so that they can thoroughly interpret and as well as analyze their

59
responses, to provide precise answers at the end of the research

study. Also, the researchers informed the respondents that

everything they will say would be kept strictly confidential.

60
 CHAPTER 4:

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data collected in the data-

gathering process. With the help of the interviews and authorized

audio recordings, the researchers were able to thoroughly analyze,

systematically describe, and critically discuss all the

information gathered from the respondents.

1. Profile of the Respondents

The first part of the interview is about the profile of the

respondents with respect to their age and their years of service

in the institution.

1.1. Age

The information about the respondents’ ages were actually

gathered from the In-Person Surveys and the Face-to-Face

Interviews. The table below shows the age distribution of the

respondents:

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 Table 1. Age of the Respondents

AGE FREQUENCY PERCENTAGE

20-30 YEARS OLD 2 20%

31-40 YEARS OLD 2 20%

41-50 YEARS OLD 1 10%

51-60 YEARS OLD 5 50%

TOTAL 10 100%

As stated in Table 4, two (2) respondents are from the bracket

age of twenty to thirty (20-30) years old and thirty-one to forty

(31-40) years old. While only one (1) respondent is from the forty-

one to fifty years (41-50) old bracket. Lastly, five (5)

respondents are from the age bracket of fifty-one to sixty (51-

60) years old – 50% of the total number of respondents.

The differences in the ages of the respondents lead to “Age

Diversity”. According to Heaslip (2022), Age Diversity simply

refers to the acceptance of employees of various ages in the

workplace. Wegge et al., (2008) noted that age diversity appears

to have a distinct impact on the performance and well-being of a

worker. Moreover, Gallup-Healthways Well-Being Index (2011) survey

also states that “job satisfaction generally increases with age”

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(Burks, n.d.). Thus, age demographic is an important factor that

varies the motivational levels of every personnel.

1.2. Years of Service

This section presents how long the respondents have been

working as a Non-Teaching Personnel at General De Jesus College.

Table 2. Years of Service of the Respondents

YEARS OF SERVICE FREQUENCY PERCENTAGE

1-10 YEARS 3 30%

11-20 YEARS 3 30%

21-30 YEARS 3 30%

31-40 YEARS 1 10%

TOTAL 10 100%

As presented in table 5, three (3) respondents are from the

bracketed years of service of one to ten (1-10) years, eleven to

twenty (11-20) years, and twenty-one to thirty (21-30) years. While

only one (1) respondent is from the thirty-one to forty bracketed

years of service. Essentially, this distribution of years of

employment was the reason why the researchers chose the respondents

for this study, as they believe that the service years of the Non-

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Teaching Personnel are a great basis on how their motivational

levels differ.

This demographic factor is supported by the study of Watson

et al. (2018), affirming that there is a significant difference

between employees’ motivation on commitment due to their length of

service. Also, Yu et al. (2018), a study cited in the

aforementioned research stated that there is a positive connection

between the length of service of an employee and their behaviors

towards their organization. Therefore, the years of service of the

respondents are important factors in determining how motivated

they are.

2. Motivations of the Non-Teaching Personnel in Work

After asking the respondents about their basic information,

they were then asked, “What motivates you to work?” With their

answers, three (3) themes emerged: Family Motivation, Monetary

Motivation, and Welcoming Workplace Environment.

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 Table 3. Respondents’ Motivation to Work

THEMES INDICATORS

“Of course to earn. I earn for my family

and for myself” – R1

“For me, it’s my family. Of course, when

you’re at work you will be motivated when

Family Motivation it’s your family” – R4

“First is my family, I need them as a

motivation so that I can provide their

needs” – R5

“My family that brings me joy and

inspiration” – R9

“Of course to earn. I earn for my family

and for myself” – R1

“Of course salary, that's really the

priority of employees is salary” – R2

Monetary Motivation “So of course it’s already given, what

usually motivates an employee is salary” –

R3

“I think anyone who is an employee really

needs or is asking for an increase in salary.

Of course, firstly because of the high price

of goods now, secondly, we might have

unexpected expenses in the future” – R5

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 “Our president is super kind, they are all

Welcoming Workplace very kind to me” – R7

Environment “I can see my work as a ministry and my

relationship with my co-workers is good.

They became my second family” – R8

FAMILY MOTIVATION

As found in the study, the majority of the Non-Teaching

Personnel answered their “families” as their motivation to work.

They stressed that the level of their engagement in work is

different when they think about their families. They also said

that their families not only serve as a motivation but also an

inspiration.

According to R4, when he thinks about his family while he is

at work, his work gets better because they are R4’s inspiration.

The same goes for R7 when she explained that her family is her

source of joy and inspiration.

According to Menges et al. (2017), when intrinsic motivation

is low, family motivation improves job performance. They also

concluded that families provide a powerful source of motivation

that can boost performance in the workplace, noting that “the love

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of family plays a critical role in sustaining employees’ energy

and effectiveness at work.”

MONETARY MOTIVATION

In comparison with Family Motivation, Monetary Motivation is

also one of the leading factors in motivation of the Non-Teaching

Personnel. Just like the Family Motivation, four (4) of the

respondents answered this.

Both R2 and R3 claimed that the top priority of a worker is

salary. They said that it is the best motivational factor that

affects an employee. While R5 elaborated on the importance of

salary as he reasoned out the expensive goods nowadays and the

expenses that might come in the future. One of the respondents’

answers can also be linked to Family Motivation as he explained

that he earns for his family and himself.

Asaari et al.’s study in 2019 states that salary motivates an

employee. They also stressed that money satisfies a worker in

performing his job. This factor is undeniable because money is an

important thing to people for them to buy their necessities in

life and to support their families and themselves. Additionally,

money makes people feel secure for what they might encounter soon.

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WELCOMING WORKPLACE ENVIRONMENT

As stated in Table 6, Welcoming Workplace Environment is the

theme that has the least answers from the respondents as motivation

motivates them.

R7 stated that all of her colleagues are kind to her,

especially the president of the institution where she is working.

R8 also said the same thing, stating that she sees her work as a

ministry and that her relationship with her co-workers is good.

And she sees her family as her second family in life.

This result is supported by Simon et al.’s study (2010),

stating that a good relationship with your colleagues has a

significant impact on people's satisfaction with their lives and

their professions. Positive employee relationships contribute to

the level of job satisfaction of a worker (Bulińska-Stangrecka &

Bagieńska, 2021). Having a good connection with your colleagues

establishes a great rapport that provides camaraderie and comfort

to every worker at work. Individuals feel more welcome in their

job and the tendency to stay in their workplace might last long.

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 3. Effects of the Non-Teaching Personnel' Motivation to their

Work Performance

With the answers given by the respondents about what motivates

them, they were asked next about how those motivators affect them.

In this part, three (3) themes emerged, namely Productivity,

Enthusiasm to Go to Work, and Improving Oneself.

Table 4. Effects of the Non-Teaching Personnel' to their Work

Performance

THEMES INDICATORS

“With the work I have here, I am giving my best.

So, we are the services which are required to

serve. I'm doing and trying my best for that.”

– R3
Productivity
“I am becoming more productive because of them

(family)” – R4

“Because I'm motivated, I am doing my best,

productively and proactively” – R10

“The truth is, when you enjoy what your job

is, you are more likely motivated to go to

Enthusiasm to go work every single day.” – R1

To Work “I am motivated to attend school and do my

job.” – R8

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 “I really need to work harder for my

children.” – R6

Self-Improvement “It affects my capabilities to improve

myself as a Non-Teaching Personnel to offer

a good quality service.” – R9

PRODUCTIVITY

As stated in Table 7, the theme about the effects of

motivation to the respondents’ work performance that has the most

indicators is “Productivity”.

With the mentioned factors serving as motivation to the Non-

Teaching Personnel, their work engagement and will to work

increases. R3 elucidated that her job is to serve, so she is doing

her best to do that. For R4, as his motivation is his family, he

becomes productive because of them. The same goes for R10 which

she mentioned since she is doing her “best, productively and

proactively”.

According to the study conducted by Olatunji et al. (2016),

motivational factors do have a significant impact on how productive

employees will be. The mentioned study also concluded that

motivation is an important organizational key that could be used

to enhance the productive capacity of workers. Thus, this findings

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and the mentioned study states the same thing - productivity indeed

affects the work performance of the Non-Teaching Staff.

ENTHUSIASM TO GO TO WORK

The second theme that emerged as an effect of motivation to

the Non-Teaching Personnel is “Enthusiasm to Go to Work”.

According to R1, when you enjoy your work, you are more likely

to be motivated to go to work every day. The same applies to R8,

as she explains that being motivated helps her to attend school

and do her job.

This effect of motivation leads to being always present at

work and prevention of absenteeism. Based on Haywood’s study

(2020), the presence of motivation factors reduces absenteeism

among employees. Having motivation at work gives you a reason to

wake up early and go to your work and perform your designated task.

The same thing happens for the next day – as motivation is a

driving force that makes an individual work-driven.

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SELF-IMPROVEMENT

The last theme that aroused in this section as an effect of

motivation on the respondents’ work performance is “Improve

Oneself”

As R6 answered, she was driven to work more and harder for

the sake of her children, as her job provides her the means to

provide for the needs of her kids. While R9 said that her

motivation leads her to improve her capabilities to offer a good

quality service.

This factor leads to Self-Motivation, as the individual

itself aims to do more and improve their abilities. According to

Miranda (n.d.), Self-Motivation assesses one’s skills to identify

weaknesses, especially in one’s professional life. Indeed, this is

a result of being motivated, as you evaluate yourself not just to

know what needs to be improved in you, but also for the betterment

of the company that you are working for.

4. Met and Unmet Needs of the Non-Teaching Personnel According

to Maslow’s Hierarchy of Needs

The next part of the interview asks about the respondents’

needs under Maslow’s Hierarchy of Needs Theory. The Questionnaire

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includes inquiries that reflect every level of the hierarchy of

needs. Through that, the researchers were able to determine if

what needs under the Hierarchy of Needs are met or unmet by the

respondents.

● Physiological Needs

The respondents were asked about their physical needs. Under

this, one (1) theme emerged.

Table 5. Met Needs of the Respondents under Physiological Needs

THEMES INDICATORS

“Our house, it's okay, it's stable somehow”

– R4

“Yes, actually my premises are secure, my

Shelter Stability house is fine, and I am not renting one” –

R5

“It is very enough, first of all, we are

free of electricity, water at home,

transportation” – R7

“I feel secure, especially in basic needs,

and I have a house, not a mortgage.” – R8

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Shelter Stability

As can be gleaned from the table above, the majority of the

respondents’ answers are indicating that they have a stable home.

According to R5, his premises are secure and his house is

fine and he is not renting one. The same goes for R8 as she

explained that she has “a house, not a mortgage”. R7 also said the

same thing and she elaborates that even her bills for electricity

and water are stable and secured.

According to the book of Maslow (1943), shelter is one of the

demands under the Physiological needs that must be met so a worker

will be satisfied. Shelter is a fundamental human need that is

essential for survival during natural disasters or conflicts (The

European Commission, 2022). It offers weather protection,

security, and personal safety. With these things, the employee

gets the security and comfort that they need because of the shelter

that they have.

Unmet Needs of the Respondents under the Physiological Needs

Although the majority of the respondents expressed their

contentment with the physical resources that they have right now,

some of them stated the opposite thing. Three (3) respondents said

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that an increase in their salary is needed and they are looking

forward to that. With this, one (1) theme emerged as an unmet need

of the respondents under the Physiological Needs.

Table 6. Unmet Needs of the Respondents under the Physiological

Needs

THEME INDICATORS

“I'm okay with my salary but I recommend

salary increase for my job” – R1

“I am okay with my salary but I want it to be

increased. Of course, our work should be

balanced, because the longer your salary

Pay increases, the more motivated you are,

Dissatisfaction because the older you get, the more your needs

increase.” – R2

“As of now, maybe (salary) is not so secure,

because the salary of the regular employees

here is not that competitive. So sometimes I

think, "Would it be better if I work abroad?”

– R3

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Pay Dissatisfaction

As presented in the table above, Pay Dissatisfaction is the

only theme that emerged as an unmet need of the Non-Teaching

Personnel.

R1 recommends an increase in his salary. While R2 stated that

he is fine with his pay but he is hoping that it would be increased,

explaining that as people get older, they acquire more demands,

and that includes money. For R3, she firmly stated that her salary

is not secured. She also stated that she could not help but to

think of how it is to work abroad and earn a higher amount of

salary.

According to the 2018 survey by Robert Walters Plc, on a scale

of 1 to 10, Filipino professionals’ satisfaction with their

salaries is at 7.1 (Philippine Star, 2018). This means that pay

dissatisfaction is indeed a factor that already exists in the

country. Moreover, the Indeed Editorial Team outlines “Looking for

a higher salary” as one of the reasons why an employee chooses to

leave their jobs. They underscored that if you feel like you're

underpaid, it may be time to move on to a new job (Indeed Editorial

Team, 2023).

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 ● Safety Needs

After asking about the physiological needs of the

respondents, they were then asked about the security that they

feel with the safety needs. In this section, two (2) themes emerged

as needs of the Non-Teaching Personnel under the Safety Needs of

Maslow’s Hierarchy of Needs.

Table 7. Met Needs of the Respondents under Safety Needs

THEMES INDICATORS

“Yes, I feel secure, because we also have

security provided by our school.” – R1

Safe and Secured “The guard is a big help to us.” – R6

Workplace “Of course with our security here in the

school, we have a guard to filter everything,

so I feel secure.” – R10

“Here at General de Jesus, it's safe here.

There is also life insurance here - all the

benefits are here too.” – R4

Insured Life “For me, in GJC, I feel that I am safe here

because there are more benefits for the

future” – R5

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 “Since we have life insurance, I am confident

that we are very safe here because we have

been living here for several years” – R7

Safe and Secure Workplace

As can be gleaned from Table 10, the Non-Teaching Personnel

feels safe inside the premises of their workplace because of the

security guards employed by the institution itself.

R1 and R10 explained that they feel safe because of the

security guards employed in the school. R10 elaborated that guards

are people who filter out the people going into the school, which

is why it makes them feel safe. While R6 said that the security

guards are a “big help” to them.

According to the study conducted by SEGEV (2017), the presence

of a guard in a school setting contributes to the sense of safety

that the students feel inside the school. Their responsibilities

include upholding order and discipline, detaining suspects of

breaking school rules, stopping crime, and looking into policy

violations (Sears, 2022). With the mentioned duties of the security

guards, truly, they provide safety and security to the people

inside the institution where they are working.

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Insured Life

Garnering the same amount of indicators with the Safe and

Secured Workplace theme, Insured Life also has four (4) indicating

statements from the Non-Teaching Personnel as to their needs under

the Safety Needs.

R4 stated that they have a safe workplace because of the

benefits and life insurance that the institution gives them. The

same goes for R5 and R7 as they explained they feel safe and

confident with the life insurance that they can use in the future.

According to New York Life (n.d.), benefits like Life

Insurance “provides financial security”. It gives you security in

the future: your expenses, retirement plans, etc. With these

benefits given to the Non-Teaching Staff, security in life is

achieved, meeting the Safety needs of the Hierarchy of Needs by

Maslow.

● Love Needs

After asking about the safety needs of the Non-Teaching

Personnel, they were then asked about the need for love in their

workplace. Two (2) questions were asked about this level of Need.

The first one is “Is there communication between you and your

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colleagues?” and the other one is “Do you feel a sense of

belongingness in your institution?” In this part, three (3) themes

emerged: Open Communication, Family-Like Atmosphere, and Helping

Hands.

Table 8. Met Needs of the Respondents under the Love Needs

THEMES INDICATORS

“From time to time, if there are problems

needed to be addressed immediately, all are

informed and involved regarding how to solve

the problem” – R3

“If we have concerns regarding others, we

are able to talk and communicate about it

Open Communication since we have our group chat.” – R4

“Yes, I have communication with them. For

example, if I have needs from here, the

college library, to the high school library,

since there are two libraries, we just

communicate with them and then they are able

to provide what we need. Communication here

in the library is smooth.” – R5

“Sometimes I even scold them, as they

sometimes make wrong decisions, I would tell

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 them what they shouldn’t be doing. What we

need for that is to have a wide understanding

and have a wide understanding to have a

better relationship.” – R6

“Yes, I do have communication with my co-

workers. It is essential to work, if there

is no communication, problems arise.” – R8

“When I was still new here at General De

Family-like Jesus College, I didn’t feel like I was a

Atmosphere new one because it felt like we are one

family even at the early start.” – R2

“Yes, I feel that belongingness very much,

and just like I have stated earlier, it feels

like you belong in the family.” – R3

“I feel I belong to my institution because I

see the appreciation of my colleagues for my

hard work which is really important.” – R9

“We have our unity, for instance, if I am

Helping Hands already done with my area and then I saw that

they are not yet done with their area, I

would lend them help.” – R7

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 “When I needed help and I asked someone for

it, I feel like they take into consideration

my situation and also everything needed to

be considered, I feel that with my colleagues

here in school.” – R3

Open Communication

As can be gleaned from Table 11, the majority of the

respondents’ answers are Open Communication as one of the factors

that indicate that they feel love and belongingness in their

workplace.

One of the respondents stated that all of the concerns and

problems that arise are always addressed and everyone in the

workplace settles it immediately to resolve that conflict. Another

respondent said that they are open to criticism and improvement,

exemplifying how she tells her co-workers what not to do in their

work. Also, another respondent stated that communication is

essential to work and for him, if there is no communication,

problems arise.

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 According to the study carried out by Adu-Oppong & Agyin-

Birikorang (2014), communication is a foundation of quality

working relationships in organizations. It gives every employee a

chance to voice out their opinions and concerns. Also, it makes

them feel understood and feel belonged as they open up to their

colleagues.

Family-like Atmosphere

The next theme that emerged under the Love Needs of the Non-

Teaching Personnel is called “Family in a Workplace”. The

respondents elaborated on their relationship with their colleagues

like they are a big family.

One of the respondents said that despite being a new worker

in the institution before, he did not feel like a new one or an

outcast, he already felt like he was in a family. The same goes

for R3 when she said that she feels like being in a family while

working in her current workplace. While R9, she feels belonged as

her colleagues show appreciation for her work.

According to the exploratory study conducted by Scott (2022),

family-like characteristics in a workplace truly exists. It

includes inclusivity, support, cooperation, and preservation of

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every member of an organization. Being treated like a family member

even if you are not related by blood is a different level of

belongingness, it gives you extra comfort and assurance in the

work that you are doing.

Helping Hands

The last theme that arose in this section is Helping Hands as

a love need of the Non-Teaching Personnel.

One of the respondents stated that they have unity in their

workplace, she explained this by exemplifying a situation, if her

colleagues are not yet done with their job, she would help them,

and vice versa. Another one explained that when she needs help,

she asks help from her co-workers and they eventually take that

into consideration of helping her.

According to Ni et al. (2022), helping your colleagues in

need can ultimately benefit the employees themselves as it induces

more gratitude expressions from others. Also, it gives a strong

bond between the employees who help each other because it

strengthens their relationship and a deeper connection starts to

form.

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 ● Esteem Needs

After asking about the respondents’ demands under Love Needs,

the researchers then asked them questions about esteem needs. This

assesses if the Non-Teaching Personnel feels respected and valued

in their job. In this part, three (3) themes emerged, namely

Confidence in the Job, Earned Respect, and Valued Work.

Table 9. Met Needs of the Respondents under Esteem Needs

THEMES INDICATORS

“Of course, since our service is health

services and the skills I attained over

the years and through experiences, I am

able to provide the service that I needed

to give here in the school to the students

and my colleagues.” – R3

Confidence in “Yes, I was able to attend training, and

the Job I have enough skills for the health status

of the school community.” – R8

“I am super confident because I really

persevered to do my best to make the

president happy. Actually, I was given an

award as best employee last time.” – R7

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 “Of course, because my mentor trained me,

and for almost 20 years of being together,

2003 to 2023, with that, I can say that I

am secure and confident.” – R10

“Yes, I feel respected, starting from

colleagues to the higher-ups.” – R1

“Every day, with every person I cross

Earned Respect paths with, what I see is respect and

value.” – R2

“Everyone here has a high level of

respect, even the higher-ups.” – R4

“In my length of service here, I only

received a gift recently from a student.

I said, “there is still someone who

Valued Work remembers the maintenance”. Also, our

president values the maintenance, he

knows about our hardships.” – R6

“All our bosses here are kind, you

wouldn’t think to yourself that you’re

just housekeeping, we are a priority to

sir, he would say “where’s the

maintenance department”, we are always

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 his priority, that's what we admire about

our president, and he is really kind.” –

R7

“As far as I remember, my GJC family gave

me a cake when I celebrated my birthday.

So I really feel that I am valued here.”

– R9

Confidence in the Job

As can be seen in the table above, Confidence in the Job

topped as a theme under the Esteem Needs of the Respondents.

Two of the respondents stated that with the training that

they attended and with the experiences that they acquired for a

long time during their studies and work, they are confident with

the work that they do. Another respondent stated the same thing,

as she emphasized that she was trained by her mentor for 20 years

– saying that she is secure and confident.

“Training isn’t just important to any company, it is vital.”

(Mathobela, 2019). According to Brooks et al. (2018), skills

training is one of the factors that can increase the confidence of

a worker. Mirrezaei et al. (2018) also discovered the same thing,

in-service training has a real and significant impact on an

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employee’s self-confidence, as it gives them the knowledge needed

to perform their designated task at work. Consequently, this result

and the related study mentioned above only states the same thing

- training gives an employee confidence in the job that they do.

Earned Respect

The next theme that emerged in this section as a need under

the Esteem Needs is the Earned Respect.

R2 described his everyday interaction with the people in his

work as full of respect and values. While for R1 and R4, they both

stated that respect is given to them in their workplace by

everyone, including the people who have a high position in the

organization.

Based on a Harvard Business Review survey (2023), respect was

found to be the most motivating behavior for increased involvement

and commitment to work. Also, according to Deer (2023), all

employees feel appreciated in the workplace when there is mutual

respect for each other's accomplishments, skills, and attributes.

It shows appreciation to the employees’ stated existence as one of

the assets of the company.

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Valued Work

The last theme that arose in this part of the Esteem Needs is

known as “Valued Work”.

According to R7, they feel that they are the priority of the

president of the institution where they work. She elaborated by

saying that their boss always looks after them and always cares

for them. While R6 and R9 stated the same thing, they feel valued

in their work when they receive a gift of appreciation from a

student in the school and from their colleagues.

“In my length of service here, I only received a gift recently

from a student. I said, “There is still someone who remembers

the maintenance.” – R6

“As far as I remember, my GJC family gave me a cake when I

celebrated my birthday. So I really feel that I am valued here.”

– R9

According to Wiley & Kowske (2011), providing gifts for an

employee like what happened with the respondents engages the worker

in their work. It also helps them have a stronger performance as

they are motivated. One of the respondents in the mentioned study

stated that the low-cost gift that she received from work is like

being recognized for her hard work. Clearly, incentives like gifts

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give employees the feeling of value for the efforts and

perseverance they put into their work.

● Self-Actualization

After asking about the Esteem Needs of the Non-Teaching Staff,

they were then asked about their needs under the last stage of

Maslow’s Hierarchy of Needs, the Self-Actualization. Under this

section, one (1) theme emerged.

Table 10. Met needs of the Respondents under Self-Actualization

THEME INDICATORS

“I grew since I’ve been here for a long

years and I wouldn’t be able to stay this

long if I didn’t grow, and I also learned

a lot in relation to life and life

goals.” – R3

Self-growth “Yes. I learned many things, not just

here, but also outside.” – R4

“Of course, I am growing, I have learned

many things since someone is guiding me

or I have a mentor talking to me, if

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 there’s none I don’t know where I would

be today.” – R5

“Due to my mentor’s training, I grew more

and was able to learn more.” – R10

Self-growth

As can be gleaned from Table 13, Self-growth is the only theme

that emerged under the Met Needs of Self-Actualization Needs. The

respondents stated that they were able to grow and learn more as

an individual in their workplace.

R3 reasoned out that she was able to grow because of her long

years of employment in the organization. She also said that she

learned a lot about life realizations. On the other hand, R5 and

R10 stated that they learned more because of the guidance of their

mentors throughout their work.

According to Maslow (1943), Self-actualization is about

reaching your full potential and personal growth. In this part,

the respondents stated their growth as an individual in the

workplace that they belonged to. This helps the staff as it

increases their level of productivity. According to Donovan’s

study called “A Case Study of Employee Self-Actualization in the

Workplace” (2012), Self-Actualization helps workers to have

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greater satisfaction, productivity, and work-life balance as it

gives them the personal growth they need as a person.

Unmet Needs of the Non-Teaching Personnel under Self-Actualization

While the majority of the respondents stated that they were

able to reach their self-growth, some respondents expressed their

need to improve themselves more to reach their full potential. One

(1) theme emerged in this section.

Table 11. Unmet Needs of the Respondents under Self-

Actualization

THEME INDICATORS

“I think I can say that it’s still not enough.

But as the years go by, I believe that I’m

going to achieve all I wanted to achieve

considering that I am just 1 year here at

Openness to General De Jesus College.” – R1

Personal “Yes, I need to improve” - R6

“I wish to improve that, if there is still
Development
something lacking with me, I’ll do it, what I

can only say is I love General De Jesus

College, it’s a big help with my life.” – R7

92
 “I am willing to grow and help my institution

to grow also.” – R9

Openness to Personal Development

As can be gleaned from Table 14, Openness to Personal

Development is the only theme that arose as an unmet need of the

Non-Teaching Personnel under the last stage of the Hierarchy of

Needs, Self-Actualization.

R1 reasoned out that he is still a one-year employee in his

workplace which is why he thinks he is not yet able to grow,

however, he believes that he will soon fulfill his goals and have

the self-growth that he needs. For R7 and R9, both of them

expressed their willingness to improve themselves not only for

their welfare but also for the organization that they belong to.

They want to grow more as an individual for them to improve their

work performance.

According to Maslow (1943), only one percent of people can

ever achieve self-actualization as it requires a strong sense of

purpose and self-awareness (Good Therapy, 2019). Just like the

responses of the respondents that they were not able to achieve

that yet. However, this is already a good sign that employees

themselves are voluntarily seeking personal development to help

93
their company. In fact, according to Willis (2022), having this

kind of mindset helps the whole organization where those employees

work. Because they aim to be better for the sake of their workplace

and contribute to the success that they might earn in the future.

5. Suggestions of the Non-Teaching Personnel to Attain their

Unmet Needs

The last part of the interview are questions about the

respondents’ recommendations to their colleagues and their

institution to help them uplift their level of motivation. This

section will be divided into two (2): The Respondent’s Suggestions

to their Colleagues and the Respondent’s Suggestions to their

Institution.

● The Respondent’s Suggestions to their Colleagues

The researchers asked the respondents about what they can

advise their colleagues to help them be more motivated. They were

asked, “What recommendations can you suggest as a staff to help

your colleagues attain their needs?” In this part, two (2) themes

emerged: Positive Thinking and Speak Up for Yourself.

94
Table 12. Suggestions of the Respondents to their Colleagues

THEMES INDICATORS

“They should love their work and be happy

in what they do, nothing else will be a

problem.” – R2

“Just be positive so they can achieve

what they should achieve.” – R5

Positive Thinking “Just be positive in life, then you have

to give your best at work. Work harder

because, first the school will be happy

for you, our president, they will be

happy to see your hard work and they will

thank you for your work.” – R7

“They can tell our supervisor - what else

they lack or what else they need. Because

they listen to all of our requests.” –

Speak Up for Yourself R4

“I encourage them to improve themselves

because they are staff forever, so as

much as possible try to learn something

by attending seminars or upgrading

95
 yourselves and speak up with your

concerns.” – R10

Positive Thinking

As presented in Table 15, one of the recommendations of the

Non-Teaching Personnel to their colleagues is to be positive. Three

(3) out of the ten (10) research respondents suggested that their

colleagues should be positive which makes this the top

recommendation or suggestion of the staff.

R2’s recommendation is for his colleagues to love their work

and be happy in what they do, he added that if they do that,

problems will not arise. People who have a high level of positive

emotions surpass those who have a low level of positive emotions

in the workplace. In addition to portraying their employment more

favorably, happy individuals are also more satisfied with their

jobs than unhappy individuals (Boehm & Lyubomirsky, 2008). If a

staff happens to love his or her work and is happy in what he or

she does, the staff is able to show a high level of commitment,

satisfaction, and contentment. With that being said, problems

aren’t likely to arise inside the work.

For R5 and R7, both of them directly stated that having

positive thinking can help their colleagues to be more motivated.

96
 According to the study by Pukkeeree et al. (2020), Positive

thinking serves as a moderator that promotes employee engagement

and innovative work behavior. Having a positive mind lets an

individual have a good outlook on everything, especially in the

things they do in their job. It increases their motivation to

strive more and do more. All in all, being or staying positive in

your work brings out a positive environment and creates an

individual with a strong mind able to achieve goals and portray

work well.

Speak up for Yourself

The last theme that emerged in this section is about speaking

up for yourself. Two (2) respondents said that speaking up about

your concerns to your colleagues and supervisor can help you

resolve issues inside the workplace. They said that everyone

renders their ears to everyone which makes everyone feel included.

According to R4, his colleagues should say their concerns to

their supervisors as they listen to them well. The same goes with

R10 as she advises speaking up can help everyone in the workplace.

According to Tedone & Bruk-Lee (2022), speaking up about

workplace concerns and disagreements can boost efficiency and

97
productivity at work. They highlighted that speaking up can

immediately solve conflicts and it provides a stronger connection

to every worker in an organization. Therefore, the advice given by

the respondents is truly a good suggestion to uplift the motivation

to work – employees will feel that they are valued because their

concerns are being taken into consideration.

● The Respondent’s Suggestions to their Institution

Lastly, the respondents were then asked about what their

workplace can provide them with to uplift their levels of

motivation. Only one (1) theme emerged in this section.

Table 13. Suggestions of the Respondents to their Institution

THEME INDICATORS

“Salary increase” – R1

“Maybe just an increase with my salary” –

R2

“So that's it, my only wish is of course

Increase in Salary that the salary will be increased a bit

which of course is the basic needs.” – R3

“Maybe, the salary, because it motivates

you to work, that is the reason why we

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 work not only for the family but also

because of the salary. Like our economy,

when prices increase, salaries should also

be increased to be more motivated.” – R8

Increase in Salary

Most respondents have stated similar recommendations or

suggestions for the institution. Four (4) out of the ten (10)

respondents think that an increase in salary will motivate the

staff and help provide for their daily life needs.

One of the respondents stated that salary is one of the basic

needs that must be fulfilled. Another respondent reasoned that

salary is one of the reasons why an employee works. “Like our

economy, when prices increase, salaries should also be increased

to be more motivated”, she added. Another respondent said that an

increment in salary is enough for him. He thinks that there aren’t

many needs that are needed to be provided by the institution, as

the insurance and benefits seem to be equal to salary, which is

why the respondent believes that what is needed to be provided by

the institution is simply a salary increase.

Salary Increase is one of the major demands of workers. Just

like the respondents’ recommendations, the study of Vermanderec

99
(2013) noted the same thing, stating half of her respondents

(employees) were also asking for an increase in their salary.

According to Sahir et al. (2017), salary increase has a big impact

on the motivation and productivity of employees in implementing

and completing the work. It is undeniable that salaries are

important because money gives you the purchasing power to buy your

necessities and luxuries. It also lets you provide for the needs

of your family. Thus, the demand for salary increases is

understandable as it is a factor that greatly motivates a person

because it gives them the purchasing power needed in this world.

6. Strategies in Addressing the Needs and Uplifting the Levels

of Motivation of the Non-Teaching Personnel

Employee motivation is extremely crucial since it enables

management to achieve the company's goals (Nair, 2019). Without

motivated employees in the workplace, it could put the organization

in a risky position.

The researchers have observed that the institution already

does things that help the employees be motivated, like giving an

“employee of the month award” and giving cakes when the staff is

celebrating their birthdays. According to the Advertising

Specialty Institute corporate gifting survey, giving awards to

100
employees makes them feel good and motivated. In a separate survey

also, 1,470 of Americans said that rewards made them more motivated

and they feel more valued. Thus, the researchers recommend the

continuation of giving gifts or incentives to the staff.

Moreover, the researchers also suggest valuing individual

contributions by giving feedback to the employees. According to

Jones et al. (2016), giving feedback has positively affected

workers. Most of the time, physical rewards do not matter to some

employees, a simple “Thank You” or “Great job” will be sufficient

to make them feel valued. Because being acknowledged for the work

you do is already enough and the rewards that will be given is

just a bonus.

Furthermore, as the respondents shared their needs that have

not yet been fulfilled, the researchers see the need for the

employees to voice out their concerns by submitting a letter to

their Head departments or they can put it inside a mini mailbox.

This can be called the “Suggestion box”, where they can put a

letter regarding their needs, complaints, and suggestions. The

researchers suggest this to help the management hear every concern

of the staff and help them solve it to increase their levels of

motivation.

101
 All in all, the researchers develop guidelines in a booklet

on how the institution can assess the need of the Non-Teaching

Personnel and uplift their levels of motivation.

Table 14. Strategies in Addressing the Needs and Uplifting the

Levels of Motivation of the Non-Teaching Personnel

STRATEGIES GUIDELINES

1. Continue the awarding system with the

“employee of the month” reward;

2. Render a monetary award for being the

employee of the month of the staff;

3. Continue featuring the employee of

A. Gifts and Rewards the month awardees on the employee of

the month board and social media;

4. Continue the annual gifting of cake

for the personnel’s birthday;

5. Include a cash reward for the staff

who celebrates his birthday

6. Offer a monthly early time-off.

1. Encourage all the head departments to

B. Give Feedbacks give feedbacks with the staff’s work;

102
 2. Consistently give praises like “Good

Job” or “Thank you” to show appreciation

to the personnel.

1. Encourage the Heads to provide a

suggestion box for the personnel to put

letters that contain their suggestions

and concerns;

C. Suggestion Box 2. Address the concerns of the staff

that they will insert inside the

suggestion box;

3. Be open with the staff’s suggestions

103
 CHAPTER 5:

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions,

and recommendations based on the data collected, provided by a

thorough study and data analysis.

Summary

The primary purpose of this study is to determine the levels

of motivation of the Non-Teaching Personnel of General De Jesus

College and its effects on their work performance. The researchers

have made use of the Hierarchy of Needs Theory by Abraham Maslow

to know at which stage in the hierarchy the staff’s needs have

already been achieved.

This qualitative study made use of a descriptive research

method in accordance with a phenomenological study. The

researchers employed various data-gathering tools like In-Person

surveys, Face-to-Face and Semi-Structured Interviews, and Audio

Recordings to collect necessary information and data from the

respondents.

A total of ten (10) Non-Teaching Personnel of General De Jesus

College participated as respondents of this research. They are

104
staff from the Library, Clinic, Registrar’s Office, and Human

Resource Department who are currently working in the said

institution in S.Y. 2022-2023; they were chosen according to their

length of service in the Abovementioned School.

Particularly, this study is undertaken to answer the

following questions regarding the levels of motivation of the Non-

Teaching staff of GJC, how it affects their performance at work,

and what recommendations they can give to help them uplift their

levels of motivation and address their needs.

Major Findings

1. Profile of the Respondents

1.1 Age

Two (2) out of ten (10) respondents are from the bracket age

of twenty to thirty (20-30) years old. Another two (2) out of ten

(10) respondents belong to the thirty-one to forty (31-40) years

old age bracket. While only one (1) respondent out of ten (10) is

from the forty-one to fifty years (41-50) old bracket. And five

(5) out of the total number of respondents are from the age bracket

of fifty-one to sixty (51- 60) years old

105
 1.2. Years of Service

Three (3) out of ten (10) respondents are from the bracketed

years of service of one to ten (1-10) years, then another three

(3) out of ten (10) respondents for eleven to twenty (11-20) years

and twenty-one to thirty (21-30) years of service. While only one

(1) respondent is from the thirty-one to forty bracketed years of

service.

2. Motivations of the Non-Teaching Personnel in Work

Through this study, the researchers found what motivates the

staff. First in line is “Family Motivation” which has four (4)

responses, the majority of the respondents viewed their families

as the source of their motivation at work. “Monetary Motivation”

comes second, with four (4) out of ten (10) statements from the

respondents. Last is the “Welcoming Workplace Environment” which

garnered two (2) responses from the respondents.

3. Effects of the Respondent’s Motivation to their Work

Performance

It was shown in the study that motivations had a significant

impact on the respondents. Most of them mentioned “Productivity”

106
as having an impact on their work performance, having two (2)

responses. Next is “Enthusiasm to go to Work” garnering two (2)

responses. Lastly,”Self-improvement” also has a total of two (2)

statements from the respondents.

4. Met and Unmet Needs of the Personnel under the Hierarchy of

Needs

Through this study, the majority of the findings were able to

determine what the needs under the Hierarchy of Needs are met or

unmet by the respondents.

4.1. Physiological Needs

The researchers found out that the only need of the staff

that is met and fulfilled is “Shelter Stability” which has four

(4) responses from the Non-Teaching staff. However, three (3)

respondents stated that they are dissatisfied with their current

salary.

4.2. Safety Needs

The safety requirements come next. In this, major findings

show that there are two needs of the respondents under this level

that are fulfilled. The first one is “Safe and Secure Workplace”

with a total of three (3) statements from the respondents. While

107
the other one is “Insured Life” which also has three (3) responses

from the respondents.

4.3. Love Needs

The respondents stated that their needs under this stage of

the hierarchy are already met. Ranking first as the met need under

Love Needs is “Open Communication” which has a total of five (5)

responses from the respondents. The second need is “Family-Like

Atmosphere” wherein three (3) of the respondents stated this need.

While the last one is “Helping Hands” with a total of two (2)

responses from the respondents.

4.4. Esteem Needs

It was shown in this study that “Confidence in the Job” ranked

first as the fulfilled need in this level of the Hierarchy of

Needs, garnering four (4) responses from the respondents. The

second need is called “Earned Respect” and this has a total of

three (3) statements from the respondents. Last in the ranking in

the table above is “Valued Work”, with a total of three (3)

responses from the respondents.

4.5. Self-Actualization

In this last stage of Motivation under Maslow’s Hierarchy of

Needs, “Self Growth” is the only met need that the respondents

108
were able to attain and this garnered a total of four (4) responses

from the respondents.

On the other hand, three (3) out of ten (10) respondents

expressed their unmet needs under Self-Actualization which is

“Openness to Personal Development”.

5. Suggestions of the Non-Teaching Personnel to Attain their

Unmet Needs

It was shown in this research study that the respondents'

suggestions to uplift their levels of motivation are classified

into two (2) categories: The Respondents' Suggestions to their

Colleagues and The Respondents' Suggestions to their Institutions.

5.1. Respondents' Suggestions to their Colleagues

The Non-Teaching personnel’s suggestions for their co-workers

to help them attain their needs are shown in this study. “Positive

Thinking” shows the most recommendations by the respondents that

rank 1st with a total of three (3) responses. The second

recommendation that was proposed by the respondents is “Speak Up

for Yourself” with a total of two (2) statements from the

respondents.

109
 5.2. Respondents' Suggestions to their Institutions

In this part, here, only one (1) recommendation was suggested

by the Non-Teaching staff and that is “Increase in Salary” and

three (3) of the respondents responded with this answer.

6. Strategies in Addressing the Needs and Uplifting the Levels

of Motivation of the Respondents

This study has proposed an output, specifically a booklet on

how to motivate the Non-Teaching Personnel of General De Jesus

College. The content of that booklet are strategies on how the

institution can address the needs of its staff and suggestions on

the workers itself to help their colleagues feel motivated.

Conclusions

Based on the findings of the study, the following conclusions

were drawn:

1. It is concluded that the Non-Teaching Personnel of this study

are the older staff of the institution and they are also

classified as seasoned employees as they work in the

organization for a long time.

110
2. This study discovered that the Non-Teaching Personnel's major

motivators are Love Needs as they are motivated by their

family and the welcoming workplace environment of the school

which makes them feel accepted, this concludes that the

atmosphere in General De Jesus College is extremely pleasant

to its workers.

3. Motivations have greatly made an impact on the Non-Teaching

Personnel's performance at work as their productivity level

increased and they always have the enthusiasm to go to their

work every day. Accordingly, General De Jesus College is

undeniably a friendly workplace for every individual working

there.

4. The following are the conclusions drawn from the Non-Teaching

Personnel with regard to their needs under each level of the

Hierarchy of Needs theory:

● Physiological Needs

The junior Non-Teaching Personnel of General De Jesus

College are dissatisfied with their current salary. Thus, it

is concluded that the younger you are as a worker, the harder

it is to satisfy you with Physiological drives if your salary

is low.

111
● Safety Needs

With regard to this stage of Hierarchy of Needs, the

findings of this study indicate that General De Jesus College

is a school that is concerned with the safety and protection

of every individual inside its premises.

● Love Needs

With the acquired information in this study, it is

concluded that every staff working at General De Jesus College

is warm and friendly towards each other as they treat one

another as a family and no one is being treated like an

outcast. They always communicate with each other and are ready

to lend a helping hand to their colleagues who are in need.

● Esteem Needs

The Non-Teaching Personnel of the Abovementioned School

is highly competent because they are confident with their

jobs. At the same time, their institution never fails to

acknowledge their work as they are valued and respected in

their workplace. Therefore, the Non-Teaching personnel are

competent workers working inside a humane organization.

112
● Self-Actualization

The findings of this study present that the Non-Teaching

Personnel is at their full potential not just as workers, but

as an individual also because they were able to grow in their

institution. Although some of them mentioned that they still

have not reached this stage of the Hierarchy of Needs, they

are willing to reach this stage and improve themselves.

Thereby, the Non-Teaching Personnel are classified as

“aspirational workers” as they aim to improve themselves for

the sake of their institution.

5. In this study, the respondents suggested and recommended some

ways to their co-workers and to their institution to address

the needs of the staff and how to uplift their levels of

motivation. For their colleagues, having a positive mind and

speaking up will help them to be able to address their needs.

For their institution, having the will to increase their

salary will help them to be motivated in their work.

113
Recommendations

The following are the recommendations made in the context of

the findings of this study and the conclusions drawn from them:

For the Non-Teaching Personnel

1. If the Non-Teaching Personnel happens to have concerns in

their workplace, they are encouraged to reverently voice out

their concerns.

2. The Non-Teaching Personnel should speak up if they have needs

that are not yet achieved so their institution would be able

to provide those demands.

3. Although the institution also has the means to motivate a

staff, the Non-Teaching Personnel should not solely rely on

their management to be motivated, because being motivated

comes with the contentment within yourself. If you know that

you can do things and be motivated by yourself, do it.

For the School

1. The school should always show appreciation to all the

personnel it has, despite everyone’s position and job in the

workplace; whether they are a teaching or a non-teaching

worker.

2. The school should continue the reward system that it always

does (i.e. cash as reward, giving birthday cakes, employee

114
 of the month awards, etc.) to ensure that the personnel feels

valued and acknowledged.

3. If possible, the school should implement an increment in

salary or wages of the Non-Teaching Personnel to greatly

affect their motivation in working and meet the unmet level

of needs.

4. The school should keep an eye and have an open-hearted

approach with their staff to know what are the things or

actions they can provide to improve the work performance of

the Non-Teaching personnel and to help them attain the unmet

needs.

5. The school should listen and be more open to all the

concerns, needs, suggestions, and complaints of its staff.

For Future Researchers

1. Future researchers are encouraged to make a quantitative

research for this study, targeting to survey all of the Non-

Teaching Personnel to widely accumulate answers and assess

the levels of motivation of all the staff of the institution.

2. Since the focus of this study is about the Non-Teaching

Personnel, the future researchers should conduct the same

study with different focused respondents, like the Teaching

Personnel of the school or the management team of the school.

115
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 Appendix A
SAMPLE LETTER TO THE DEPARTMENT HEADS

March 16, 2023

Dr. Arlene S. Garcia, Ph.D.

High School Principal
General De Jesus College

Dear Dr. Garcia:

Good day!
We are Grade 11- ABM students from General De Jesus College.
Presently, we are conducting a qualitative research entitled
“Levels of Motivation of the Selected Non-Teaching Personnel of
General De Jesus College And its Effects on their Work Performance”
in partial fulfillment of our requirements in RESEARCH 1.
In line with this, we would like to request your permission
to allow us to interview some staff/faculty who are our target
respondents for this research. We would like to assure you that
their identities and anything they will share with us will be kept
confidential to protect their privacy.
We shall appreciate very much the support you could extend us.

Sincerely,
The Researchers

Jemarita C. Espidol Ivory Shane C. Garcia

Cyrha D. Doinog Marco Celo B. Nilo

Lhei Franchette Ann C. Afuan Heaven P. Villarin

Approved by:

MA. CRISTINA D. RAVELA, Ph.D. ARLENE S. GARCIA, Ph.D.

Research Adviser High school Principal

___________________________
Signature over Printed Name

149
 APPENDIX B
INTERVIEW QUESTIONS

1. What motivates you to work?

2. How does it affect you?
3. Do you feel secure with the physical needs that you have
right now? State those physical resources that you have.
4. Do you feel safe and secure with your current work?
5. Is there communication between you and your colleagues?
6. Do you feel a sense of belongingness in your institution?
7. Do you feel confident in your work?
8. Do you feel respected and valued in your work?
9. Were you able to grow more and fulfill your self-goals within
the years of service as an individual?
10.Based on your answers, do you think that these factors had
an impact on your motivation as a Non-teaching Personnel?
11.How do these motivations affect your work performance?
12.Do you think that it is important to provide every need of
Personnel to motivate them and improve their work
performance?
13.What recommendations can you suggest as a Staff to help your
Colleagues to attain their needs?
14.What do you think are your needs that are not yet provided
that could possibly add up to your level of motivation and
improve your work performance when provided?

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 TRANSCRIPT OF THE INTERVIEW

R1
Q1: Of course, to earn for myself and for my family.
Q2: If you are happy with your work, you are motivated to work
every day. You are more productive.
Q3: I’m okay with my salary.
Q4: Of course, because we have the security that our school
provides for us. We also have healthcare and insurance.
Q5: Yes, we are happy.
Q6: Of course, I feel I belong. We are one as a family here and I
don’t feel outcast here.
Q7: Of course
Q8: Yes, from my colleague to the higher ups.
Q9: Maybe, I can say that it is still lacking. But maybe, as years
go by I will be able to achieve the things that I want to achieve.
Considering that I am just working here at General for 1 year.
Q10: Yes, of course
Q11: Actually, if you are happy with your work, you get energized
to go to your work.
Q12: Yes, because the employee have needs that the higher ups
should provide.
Q13: Maybe, refrain from doing things that are not good. Like being
late at work.
Q14: Salary increase. In terms of our office, I’m already
satisfied. It just depends on my colleagues.

R2
Q1: First of all, learning something new and of course that is
salary, the priority of the employees is salary. Besides I'm from
a different company and a different field of work, I'm more
interested in gaining new knowledge in working here at General.
Q2: First of all I have personal needs, and then I applied what I
learned here in my personal life. I become more productive
Q3: For now, yes, it is secured. Because I’m still young and my
needs are not that heavy. My shelter is stable. I’m also satisfied
with my salary but I want to improve it. Because the more your
salary increases, the more you get motivated. Because as you grow
up, your needs increase.
Q4: Yes, every day as I go here in school, I don’t get problems
with that.
Q5: Yes, because our work here requires transparency so we talk to
each other.
Q6: When I was new here, I already felt like I was their family.
On my first day, I did not feel like I am new here.

151
Q7: Yes, because when I applied here, I knew to myself that I was
physically fit for my position.
Q8: Every day, I always see respect and value from all the people
that I see at work.
Q9: Every day you need to look forward and not backward. I was
able to fulfill my self-goals
Q10: It had a big impact on me.
Q11: As long as you have your income, you can work more.
Q12: In my opinion, one thing that will help you succeed is your
workers. So you need to take care of your employees, you need to
provide for their needs for them to stay longer in their job and
for them to give their best on their job.
Q13: Just love their job and be happy with what they are doing.
Q14: So far, none because we already have benefits here. Maybe,
salary increase. But all in all, the system here in General is
good, I never think of resigning because I’m happy with what I am
doing here.

R3
Q1: So of course it's a given, what usually motivates an employee
is the salary, so aside from that since I have a child who studies
here so one of my motivations to work here is that I can monitor
my child while she/he is studying here, that's it.
Q2: Of course, regarding the salary, sometimes I think since I am
a nurse and our field is in demand abroad so sometimes I think,
would it be better if I worked abroad. But I also think about my
child. I want to be with him and monitor him, so with the work I
have, I always give the best I learned while studying nursing, so
that's in relation to what skills I have, so I'm doing the best
for that.
Q3: As of now maybe it is not so secure because given the salary
of regular employees here, it is not that competitive so, basic
needs are fulfilled - they are covered.
Q4: It's safe and secure, especially with my co-workers here so I
feel what is this called family, you are one of the family not the
same as in other industries where the people or employees are very
competitive but here you feel safe and that's different.
Q5: Of course, from time to time, if there are problems that need
to be addressed immediately, everyone is informed, and everyone is
involved in how to solve the problem.
Q6: Yes, I feel that very much.
Q7: Of course, our service is always health services and the skills
that I have attained towards the years and through experience are
also the same, so that is what I can provide the service that

152
should be provided here at the school to those students and
colleagues.
Q8: Yes, very much, they are okay, that's when I need help and
they take into consideration my condition and everything that
should be considered too, I feel that with my colleagues here at
school.
Q9: Yes, there is, I've always grown, I've been here for 7 years
and I probably wouldn't have lasted that long if I didn't grow and
I'm also learning a lot in relation to life and life goals
Q10: Yes, because basically what motivates employees is the salary,
right, so aside from that sometimes you don't pay attention to the
amount of the salary, sometimes that's because the community here
at the school is the big factor for that. I stayed that long.
Q11: Of course, I take into consideration to give the service that
everyone who comes here deserves, so the service that I will give
is to take into consideration that I can give the best to everyone
who comes to the clinic.
Q12: Maybe it's not every need because we have different needs, so
basically it's probably just our primary needs. It's important
that the service you provide is monetarily paid, that's why,
sometimes it's not the one that can really be provided.
Q13: So that's it, I only wish, of course, that the salary will be
increased a little, of course, the basic needs are not the only
basic needs that you can cover, of course there are a few so that
you can have a little investments for yourself and for the family
as well that's what you do.
Q14: I hope that the salary will also increase a little bit when
it is provided, so aside from that I always think about what, the
community here at the school, what can I also contribute for that,
especially for the students, that's basically the only thing that
is high , just to add a little to the salary.

R4
Q1: For me, it's my family. Of course, when you're at work, you
will be motivated when it's your family.
Q2: When I think about my family while I'm at work, my job gets
better and better because they are my 'inspiration'. To put it
simply, I am becoming more productive because of them.
Q3:In terms of salary, I'm already okay - also with my family. At
home, it's okay, it's stable somehow. The salary is also enough,
including our children's education. As for whether our salary can
be raised, that depends on the General's company (those higher-
ups). But, it’s really going up. The good thing here is that they
gradually raise the salary of the staff - and I am very satisfied
with that.

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Q4: Here at General de Jesus, it's safe here. Also, there is life
insurance offered by the institutions - all the benefits are here
too.
Q5: In our work, we are always together. That's why, if we have
concerns regarding others, we are able to talk and communicate
about it since we have our group chat.
Q6: For me, I feel more secure here because I feel like I already
know all the jobs here at General.
Q7: Yes, of course.
Q8: Yes, here in General it was complete. Everyone here has a high
level of respect, even the higher-ups.
Q9: Of course, Yes. I have learned many things because it’s not
just here, but also outside.
Q10: Yes, because all of my co-workers here were also my assistant
while doing my work.
Q11: Through my motivations, it affects my work performance as
work becomes much lighter, faster and more productive.
Q12: Yes, of course. Each and every one has needs and as a staff,
that needs has to be provided by the higher-ups to make the work
better. They need to provide that to make the work of everyone
much more efficient.
Q13: Here in General, they can tell our supervisor - what else
they lack or what else they need. Because they listen to all of
our requests. For us, a supervisor is like a head who gives and
tells to higher-ups of our needs.
Q14: All of our voices are heard. So to speak, everything is given
to us, like what are our needs. For example, at work, if there are
tools that are lacking or how to speed up work, they provide all
of that. And all concerns are expressed and all of that also
reaches the institutions - those higher-ups. They also guide us.

R5
Q1:First is my family, so I need to have motivation so that I can
provide the needs of my family, second maybe I can provide my
child's education, we need to have motivation so that we can
provide their needs.
Q2: For me, I think I set them aside first but they are still
there, just so I can do my work.....so that I can motivate my work
here, It seems that I don't combine them together my family and
work so that I can work properly, because when you combine that,
let's say you had a problem with your family and then you brought
it to your work so it will have an effect.
Q3:Yes, actually my premises are secure, my house is ok, I don't
rent, and then the salaries are ok, it can provide the needs,

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although my wife is helping me or my wife is my assistant to work
or to provide for our needs. I think, any employee really needs or
is asking for an increase or increase in salary. Of course, firstly
because of the high price of goods now, secondly, we don't know
what the next hundreds of unexpected ones will be.
Q4: Yes, for me, GJC is safe. I feel that I am safe here because
there are more benefits for the future, so I said that I am safe
here at GJC.
Q5: Yes, I have communication with them, for example if I have a
need in our two libraries, right? Both High school and college so
it means if we have a need in the high school library, we will
only communicate with them then it will be given and the
communication here at the library is also smooth. Sometimes I said
yes, but sometimes it's not like that... because they have feelings
too that you can't say directly to yourself.
Q6: Yes, of course.
Q7: Of course, I won't face you if I'm not confident, right? Or to
other students or to our other clients or to other offices
Q8: Of course, we are growing. I learned a lot because there is a
guide or a mentor who talks to me, because without it I don't know
where I am now.
Q9: Of course, we are growing. I learned a lot because there is a
guide or a mentor who talks to me, because without it I don't know
where I am now.
Q10: Yes of course, no matter who we are, family comes first,
family is our inspiration, on how we motivate ourselves on what we
do in our everyday life.
Q11:
Q12: Yes, here at GJC, as an employee, EVERYTHING is given to us,
from the top to the lower, their treatment is the same.
Q13: Just be positive so they can achieve what they should achieve
and think positive.
Q14: So far, for me, I am content here because they give you
everything. Unless they increase, of course I will accept that. Of
course, as an employee we also need to experience such awards so
that somehow we can be an inspiration to our fellow employees and
then motivate other employees as well.

R6
Q1: That is the most important thing to me, because I was able to
help my child graduate in BSBA, a CPA as well.
Q2: Yes, I have to work hard for my children.
Q3: Yes, good... really good, a big help to us.

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Q4: Yes, I'm just like this in maintenance and HRM hired me as a
custodian, it's a bit difficult but I can handle it because I need
it. The guard is a big help to us.
Q5: Yes, sometimes I scold them, sometimes because they make a
decision that is not good, I tell them that it is not possible.
Q6: For that, it is necessary to have a broad understanding, it
will not be possible. It's all yours, as long as you expand your
understanding to make the company okay. Yes, we're always together.
Q7: I can do everything, because. If I'm not happy, I won't be
here for 16 years.
Q8: Yes, do you know that I have a story to share with you, since
I have been here for 15 years, there’s a first time that I received
a gift from students, just this Valentine's Day, and I said
“someone still remembers maintenance Mr. Franco's actions are
better now. I don't want to say that it's different, because now
he values maintenance more, what works he knows is hard, that's
what he values and pays more attention to.
Q9: You know what makes me sad. I'm probably going to retire
because I'm 60, if they extend me it’s okay, but if not, it's still
okay because they helped a lot. To me, I still want to work and
have a job.
Q10:Yes, that also has an impact…..you know I don't want October
to come yet because I'm 60, I'm sad, that had no impact, I said
that I might get sick because my body is used to working.…..
Because for me, it's better that I improve my performance so that
I can last longer here.
Q11: They say I spend more time here at work than at home, so you
know sometimes they will say. My children, when I'm angry, "mom,
just go to the General", because my life is like being here at
school.
Q12:Yes, I need to improve, I don't want the salary anymore, my
body that I can't lose my job because I feel like If I lose my
work I'm really going to get sick because I'm used to having a job
like that, so I really want to work.
Q13: I always tell them that you... for example, there is a grudge
against others, don't pay attention to that, as long as you work
well and give your best without trampling people.
Q14: I really want to, I just can't straighten it sometimes, what
"sir can I extend it because I still want to" really work, I want
to stay here in General De Jesus.... Because I told my children
that if I don't extend I will really find another job because I'm
used to having a job.

156
R7
Q1: First of all, sir, I want the 50% that my son will get full
scholars, my son is in grade 10, besides, there are benefits to
be obtained and our presidents are super kind, they are all
super kind.
Q2: First of all, I feel indebted to Mr. The president due to he
is the one who hired me here, I applied here almost 4 times
before I was hired, so I will really love my job, and I want to
repay the debt of gratitude to those who hired me, especially at
GJC because it fed us, this is what makes us live with ease and
sent my children to school.
Q3: It's enough, sir, first of all, sir, we are free of
electricity, water at home, transportation, and then my son is a
full scholar in grade 10... Then our president, what he does
when he sees that there is an occasion it gives us of rewards,
especially food, sometimes cash especially when it's a birthday,
we have a birthday cake plus cash, they have a lot to console
us, it seems, and the employees will really love General de
Jesus.
Q4:I'm super confident son, first of all our work is not that
difficult, we don't do anything that could cause us to have an
accident, besides we have life insurance, I'm confident that
we're very safe here because we've been living here for several
years.
Q5:Yes, there is, we are united as if I am done in my area, but
when I see their area is not finished yet, I will help them,
sir, our Association is good.
Q6: Yes sir, I'm not out of place because we're so new, we're
only four people, it seems like we've been together at GJC for a
long time, especially with our supervisors and our HR.
Q7: I am very confident because I really persevere and I am
really doing my best for the president to be satisfied as well
as all the business admins I serve in cleaning. Thank God they
are okay, they are satisfied with my work, I was awarded as best
employee last November 12.
Q8: Yes sir, I have a lot of respect especially for our
president, he is like a friend, and we are just like friends
that you will not be shy because when he sees you he will say
good morning to you. All of our bosses here are kind, you won't
think that I'm just housekeeping, we are sir's priority, he says
"where are the maintenance department" we are always his
priority, that's why we admire our president who is really kind.
Q9: I hope I still want to improve. Maybe there's something I'm
missing, I'll do it as long as I love General de Jesus. That's
what I can really say, it's a big help in our lives.

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Q10: Yes, sir, it will help me more because I would like to our
employees, teachers, I want them to be satisfied, I don't want
to give them problems, I will repeat again, this is what keeps
us alive, this is what helped us and make my son sent to school
who will graduate that is grade 10 student here, General de
Jesus helped us a lot.
Q11: I'm just thinking that is to help my husband and my
youngest son to graduate, and I can also help my grandchildren,
I always think that I can do it, besides, the work is not that
difficult, it's not like that, we can rest, the sir will say, or
you rest first, for example, something will be fixed at
graduation like that, it is not that difficult, he gives us time
to rest, besides. You think that I am sending my son to school,
further you are making money to provide needs, and you will
really do anything for your child.
Q12:It's important, because you're not going to be together only
for a short time, but rather a long time, I'll really give my
best, I'll give everything to make my performance better, at the
same time I also want to be close to my colleagues, because
we're 14 maintenance here.
Q13: Just be positive in life, then you have to give your best
at work, work hard, because the first person who will be happy
with you here is the school, our president, they will be happy
when they see your hard work and thank you for your work. I'm
especially happy that I will be inspired when the president sees
me and then the heads, they will tell you about your hard work
sister Nora, you should rest, oh that's good to hear, they are
stopping you.
Q14: I am very satisfied, sir, because sir Jeff is very helpful
to us, he always looks out for us, he supports us, he is easy to
approach, he always asks how we are, is it okay with us,
especially sir, we are moving places, he asks us if we are okay
Sister Nora, is it okay with you to move?, as long as I don't
have to wish anything from the general or sir Jeff, my gratitude
is so great.

R8
Q1: First is my family, second, I see my work as a ministry, and
my relationship with my colleagues is good. They are my second
family.
Q2: I am motivated to work every day since I get so many benefits,
and I am happy with the environment in my institution
Q3: I feel secure, especially in basic needs, I have a house, not
a mortgage, and I was able to have my child graduate.

158
Q4: Yes, the school was able to give the benefits that the
employees need and they do not easily fire them for some reasons
like low enrollment, unlike other institutions. It is not that
secure but the management was able to give our needs.
Q5: Yes, I have communication with my colleagues. It is essential
to work, if there is no communication, there will be problems.
Q6: Yes, for almost 26 years of my service here, school is my
second home and family.
Q7: Yes, because I was able to attend health training. I have
enough skills for the health status of the school community.
Q8: Yes, I always do my best even if no one sees it. Our institution
respects and values us.
Q9: I have a target and that is early retirement. I was able to
fulfill my self-goals.
Q10: I have good communication with my co-workers and that is a
big factor that motivates me to work.
Q11: If you have a good relationship with your colleagues and you
are happy with your work, you will be able to do your best. But if
you have a heavy heart at work, you will be distracted and you
will not function.
Q12: Yes, they need to be motivated so they can perform at work.
Because if you are not motivated, your work will be heavy.
Q13: You should know how to bond and jive with people. Be friendly
and prioritize your relationship with your colleagues.
Q14: Maybe, salary. Because that is the reason why we work, not
just for our family, but for the salary that we receive. Because
in our economy, if the goods’ prices rise, the salary should also
increase so you will be motivated. But it does not mean that if
your salary does not increase, you should not do your work.

R9
Q1: The things that motivates me is my passion to serve the people
in our institution and also my family that brings me joy and
inspiration.
Q2: It affects my capabilities to improve myself as a Non-Teaching
Personnel to offer a good quality service.
Q3: Yes, I feel secure and I am grateful to the blessings that I
have right now. My physical resources that I have are motor,
vehicle, and cellphones.
Q4: I feel secure because I have a good relationship with my
colleagues which I value the most.
Q5: Yes because we share different stories about life that inspire
me to pursue my goal.
Q6: Yes, I feel I belong to my institution because I see the
appreciation of them for my hard work which is really important.

159
Q7: Yes I feel confident because everyone helps even others to
achieve the goal.
Q8: Yes because as far as I remember, my GJC family gave me a cake
when I celebrated my birthday.
Q9: Yes, I am willing to grow, in order to help my institution to
grow also.
Q10: Yes there is an impact, because of that factor I am motivated
and inspired to become the best version of myself every day.
Q11: This motivation helps me try new things and to take risks and
adapt to the fast changes of our surroundings.
Q12: Yes, because we need to provide the needs of personnel to
help them and the institution to meet the demands of the students
and parents.
Q13: My suggestion is to keep motivated and try to invest in
different assets and spend their money wisely.
Q14: I think I am content with the things that I have right now.

R10
Q1: The mere fact that this institution trusted me to give work
despite my handicap, motivates me to work and love my work until
my retirement.
Q2: Because I am motivated, I am doing my best, productive and
proactive, so if you ever come up with an idea that will improve
the library, you would apply it.
Q3: Yes, because I have a job, I can provide for myself even if I
have a deficiency or what you call a physical defect. I can provide
for myself, so I’m already secure, plus I have my other siblings
who help me with my daily needs, and I am together with my family
at our house. I am satisfied with my salary because they increased
it when my position changed. I am very much satisfied.
Q4: Yes, of course, with our security here in the school, they
filter people for our security, it feels really secure.
Q5:Of course, because we have our meeting, when necessary we have
our meeting if there is a conflict or something to be fixed, we
have our monthly, sometimes 2 months as long there is no conflict,
we are able to talk about it out, and there is also an update about
the memorandum.
Q6: Yes, we’re here at the library and we’re here where we love
our work, and I’m on good terms with the faculty and staff, so I
have a sense of belongingness in our institution.
Q7: Of course, because Ma’am Patty trained me, and for almost 20
years we were together, from 2003 to 2023, we were together for 20
years. In 2019 she retired but came back to help me with the
accreditation, and with that, I can say that I am secure and
confident.

160
Q8: Yes, I don’t really get disrespected, we have our discussions
which is normal to have in an office but to say that there would
be disrespect? There’s none.
Q9:Yes, because when my sister Patty trained me and then she
retired, I applied what I learned from her so I grew more, I was
able to provide documents and what is needed during the
accreditation period due to Patty's training. Grow more and you
are able to learn more.
Q10: Of course, it had a huge impact and with the guidance of
Sister Patty when she came back, I was able to do all the work in
the library. We have a healthy relationship, although there are
conflicts sometimes which are unavoidable in an office.
Q11:
Q12:Yes, but as you can see, you cannot please everybody, so as
much as possible you try to reach out to them, you need to
understand them, each of their differences, for us to form a
harmonious relationship.
Q13: Anyway, I encourage them to improve themselves because are
they staff forever? So as much as possible try to learn something
by attending seminars or upgrading yourselves and speak up with
concern, because that’s how we question each other.
Q14: If the president has a dream for the school, I also have a
big dream for the library, so all I wish is for the betterment of
the library, and to improve the service for the children. My
requests aren’t for myself, but for the sake of the library. I
won’t wish for a personal request, what I want is for the good of
the library because I already feel motivated, and I didn’t wish
this for myself, and it will keep me going if there is a further
improvement with the library.

161
 CURRICULUM VITAE

Name: Jemarita C. Espidol

Section: ABM 11-McGregor

Address: Calumpit street, Sto. Cristo,

San Isidro, Nueva Ecija

Birthday: November 14, 2005

Age: 17 years old

Father: Jaime T. Espidol

Occupation: Diseased

Mother: Royena C. Espidol

Occupation: House Wife

Educational Background

Elementary: Sto. Cristo Integrated School

Secondary: San Nicolas National High School

I always thought that research was a hard activity and just a burden to
every student. But I realize that it is not if you are with cooperative members
and a supportive research adviser and mentors. As a leader of this group, I
will not deny the pressure and stress that I have felt during the process of
making this study. From doubting myself, to being touched with the respondents
as we interview them and seeing them nearly cry - seeing that hope to continue,
and finally finish this entire study. I guess it was a helluva ride because as
we made this, we were challenged to finish and submit this on time as other
subjects also gave us heavy school work. But I can say that it was all worth
it. All the sleepless nights, the crying nights full of doubts if I can still
do this, nights where my body just wants to give up and sleep - it was all worth
it. Everything paid off. Thank you, research, for widening my knowledge! ‘Till
we meet again in my future endeavors.

162
Name: Ivory Shane C. Garcia

Section: ABM 11-McGregor

Address: Bulacan street, San Francisco,

San Antonio, Nueva Ecija

Birthday: April 17, 2006

Age: 17 years old

Father: Marvin N. Garia

Occupation: Driver

Mother: Cherry S. Garcia

Occupation: OFW

Educational Background

Elementary: San Francisco Elementary School

Secondary: St. Paul School of San Antonio

When I hear the word "research" my mind immediately thinks that it is a

difficult activity. Yes, it is a really hard activity, but I cannot deny the
fact that it has taught me a lot about the world. It enables me to better
understand the world and solve problems. It also allows me to grow as a person
and become more responsible. Furthermore, through our research topic, it opens
me up to various opinions and perspectives of every non-teaching personnel about
their motivation when it comes to their work - their met and unmet needs. I can
tell that it is a much lighter task now, thanks to my responsible leader and my
co-researchers.

Thank you, research - you taught me a lot!

163
Name: Lhei Franchette Ann C. Afuan

Section: ABM 11-McGregor

Address: Bonifacio street, Entablado,

Cabiao, Nueva Ecija

Birthday: November 24, 2005

Age: 17 years old

Father: Arnold T. Afuan

Occupation: Security Guard

Mother: Leah C. Afuan

Occupation: House Wife

Educational Background

Elementary: Entablado Elementary School

Secondary: Calaba National High School

Throughout our research study, I gained not just knowledge but also fun
and enjoyment. Research might been a really big challenge and not to be taken
lightly, but throughout the process, I actually enjoyed researching about
existing facts and information, it was fun hearing different opinions from our
respondents, and it was fulfilling learning about the different perspectives of
people and gaining more knowledge for the sake of trying to help improve the
life of employees and contribute to the society. Doing research especially with
my group mates has been a long process, but with the help of each other, we
managed to overcome obstacles that tested us. Now, as a member of this group,
and as one of the researchers of this study, I realized that research is not
only meant to benefit other people as it also allows the researchers themselves
to grow and go through meaningful experiences. Through research, we learned to
strive, to work hard, to have fun, to create meaning, and to grow as well.

164
Name: Marco Celo B. Nilo

Section: ABM 11-McGregor

Address: Maugat, San Antonio,

Nueva Ecija

Birthday: November 15, 2005

Age: 17 years old

Father: Mark Anthony M. Nilo

Occupation: Employee

Mother: Julita B. Nilo

Occupation: Teacher

Educational Background

Elementary: San Antonio Central School

Secondary: St. Paul School of San Antonio

For me research is like planting and growing plants, it requires attention

and perseverance to grow it and have beautiful fruit, the same with the research
as I realized that I need to be responsible in doing my part as a researcher to
keep in line myself with my group mates who also need a hand to finish each
chapter and arrived at explicit result. In addition, I also realized that having
cooperative members and a responsible leader is such a great impact to easily
finish the task in every chapter, and that also motivates me to do my best and
not be a burden to them. Research is not a hard task actually, it will be just
hard if you do more thinking that it is, rather than doing or accomplishing
your assigned parts.

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Name: Heaven P. Villarin

Section: ABM 11-McGregor

Address: Medina street, Malapit,

San Isidro, Nueva Ecija

Birthday: August 27, 2006

Age: 16 years old

Father: Rodrigo E. Villarin

Occupation: Carpenter

Mother: Ma. Luz P. Villarin

Occupation: Vendor

Educational Background

Elementary: Malapit West Elementary School

Secondary: T.A. Dionisio National High School

I learn how to work and collaborate with my group mates,

how to cooperate with all of the chapters, and how to

understand the answers of our respondents.

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Name: Cyrha D. Doinog

Section: ABM 11-McGregor

Address: Julo, San Antonio,

Nueva Ecija

Birthday: March 14, 2006

Age: 17 years old

Father: Edmund Doinog

Occupation: Painter

Mother: Evelyn D. Doinog

Occupation: Seller

Educational Background

Elementary: Faustino P. De Leon Elementary School

Secondary: Sta. Isabelle Montessori School of San Antonio

Research is like reading a thick book, it needs much patience, and it is time-consuming
to explore and complete every page, and every chapter of research. Just like a thick book,
research needed effort, time, and perseverance to complete it and just like a book it's not
all about hardships, it's not about sacrifices in every chapter it's all about lessons,
learnings, and achievement. Lessons in every chapter that we encounter start from our simple
English vocabulary, from our simple trivia and discoveries, and from simply listening to
one’s experience we learned so many things. Even how hard every chapter is. In the end we
still finish it, with a lesson that is learned, with a smile and proud feelings because we
do not just finish the whole research, we also spend more time together, we encounter small
fights that strengthen us more, its test our patience especially our leader’s patience to the
member like me who’s “late replier”, it taught us to work as one. Research is hard, yet
thrilling and adventurous like I was reading a Mystery book that I know. At the end of every
chapter that I passed, I know we made it together, with learnings that we can bring to the
future. Through research, we learned how to approach different people and we better understand
each other's opinions and perceptions. Lastly, we learned many experiences that help us to
understand the world better and hopefully help the world to be better.

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