FACULTY WORK MOTIVATION DURING FLEXIBLE LEARNING

A Thesis

Presented to the Faculty of

College of Business and Public Administration

Camarines Norte State College

Daet, Camarines Norte

In partial fulfillment

of the Requirements for the Degree

Bachelor of Science in Office Administration

Filipinas, Irish D.

Robles, Aicyl D.

Villaluz, Angel Faith O.

2023

ACKNOWLEDGEMENT
 The Researchers would like to express their gratitude and appreciation to the following

individuals who contributed their knowledge to finish this study:

Ms. Frances Noegeline P. Manila, MBA the research adviser for her

unconditional support, guidance and motivation to improve and finish this study from the

beginning until the last hours spent for their research;

Mr. Emmanuel A. David, MBA and Mr Crisanto S. Ramirez, MBA member of

the panel for their valuable comments and suggestions that contribute to the success of

this study;

To the respondents for their cooperation and time in answering the questionnaire;

To their families for the financial and moral support, to their friends and

classmates who have been always helping and giving encouragement to work on this

study;

And most of all to the Almighty God for granting strength, knowledge,

determination, and courage which greatly contributed to the success of this study.

- The Researchers

ABSTRACT
Title: FACULTY WORK MOTIVATION DURING FLEXIBLE LEARNING

Proponents: Irish D. Filipinas

Aicyl D. Robles

Angel Faith O. Villaluz

Course: Bachelor of Science in Office Administration

Institution: Camarines Norte State College

Year: 2023

Adviser: Frances Noegeline P. Manila, MBA

This study explores work motivation of faculty during flexible learning. The

scope of this study is to assess the profile of CNSC faculty; determine the work

motivation; and identify the common problems encountered by CNSC faculties during

flexible learning. This study will used stratified and quota sampling to cover 30

permanent faculty in 4 department in CNSC Main campus including; College of Business

and Public Administration, College of Arts and Sciences, College of Engineering, and

Institute of Computer Studies. The data will be taken using a questionnaire that will be

adapted from a legal basis. The results showed that most of the faculty have 10 to 20

years in teaching experience, instructor 1, and were from the four (4) college department.

It also showed that there is a high level of work motivation in both synchronous and

asynchronous flexible learning. CNSC faculty still experienced problems when

facilitating both synchronous and asynchronous flexible learning. Therefore, this study

proposed an action plan in order to address the problems faced by the CNSC faculty in

facilitating both synchronous and asynchronous flexible learning.

 Chapter 1

INTRODUCTION

COVID-19 caused unprecedented disruption to the educational system. As

countries had to close schools, universities, and other educational institutions. However,

since the learning must go on and requires improvement of the recent teaching-learning

method, flexible learning is the only practical approach to conducting instructions,

keeping in touch with students, and processing the assessments. This approach has

completely taken the place of traditional face-to-face education and schooling during the

COVID-19 pandemic. In other words, the situation compels both teachers and students to

adapt to online learning.

According to the study of Garrison & Cleveland-Innes (2022) “Facilitating

cognitive presence in online learning: Interaction Is not enough.” in Indonesia, teachers’

motivation has been affected by the changes in teaching brought by the pandemic.

Behind the online learning that is applied, various obstacles are faced by teachers,

causing their teaching motivation to decrease including inadequate online learning

support facilities, low literacy skills, difficult internet access, and lack of self-study

ability. In addition to the teacher barriers that have been mentioned, among the teacher

obstacles in the learning process during the COVID-19 pandemic are: first, teachers who

usually carry out conventional learning must be done remotely which makes teachers

confused in making learning methods to keep running effectively and efficiently; second,

teachers’ methods, styles and strategies in learning must change and be adapted to online

learning. The method used must be maximal so that it can be absorbed by students; and,

third, changes in communication in the era of the covid-19 pandemic, where teachers
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usually communicate in one direction and usually there are discussions with students, in

the current pandemic, students are less active and motivated in online discussion.

Recently, educators still struggling on how to manage both synchronous and

asynchronous learning, that is why they experience diminish motivation to facilitate

flexible learning.

According to the study of Ozamiz-Etxebarria et al., (2021) “The Psychological

state of Teachers during the COVID-19 crisis: The Challenge of Returning to face-to-face

Teaching” As essential workers in implementing online learning, teachers face numerous

challenges during flexible learning. Teachers must extend their job scope to improve their

competency of using different technical tools and platforms and extend the instructional

content to teach their students how to use them appropriately and effectively during

flexible learning. On the other hand, faced with the Covid-19 pandemic, the significant

change of relationships in the society, the closure of schools, unclear guidelines for

teachers, and unintentional reforms in teaching and instruction, the teachers may

experience depression, anxiety, and stress during flexible learning Additionally, the

forced COVID-19 online learning lowered teacher motivation. Therefore, promoting the

teachers’ motivation for flexible learning during the COVID-19 pandemic is urgent,

necessary, and significant.

According to study of Tastan et al. (2022; Rosetti et al. (2022) “Teacher

Motivation Impacts the Students’ Learning Achievements during Flexible Learning”.

Teacher motivation refers to the teacher’s willingness to improve teaching practices and

engage students. The highly motivated teachers have high self-efficacy in their

competency of teaching and problem-solving. Teachers tend to care more for their
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students and are willing to take maximum effort in dealing with students’ learning

difficulties, classroom management, and challenging situations during flexible learning.

Conversely, demotivated teachers hold a negative attitude when facing challenges during

flexible learning. The teachers’ motivation reflects directly in the teaching practice,

impacting the students’ learning. The teachers with a high level of motivation positively

influenced the students’ learning achievements during flexible learning. On the contrary,

teacher demotivation negatively affected the students’ achievements and school serving.

In the Philippines, flexible learning was currently implemented. The changes in

the education system are supported by the legal basis including; Republic Act (RA) No.

7722 which is also known as Higher Education Act of 1994. As well as Commission on

Higher Education (CHED) which provides CHED order No.4, Series of 2020, this order

explains the guidelines in implementing flexible learning under the Resolution No. 412-

2020, s. 2020 to support the recovery of the Philippines to COVID-19 pandemic. In

connection to the research topic, the presented law and order covers its action in order to

prepare educators in implementing flexible learning. Hence, Camarines Norte State

College continues to prepare their capacity to implement flexible learning effectively.

Thus, an Administrative Memorandum was made or known as Admin Memo. No. 47, s.

2021 entitled: Implementing Rules and Regulation (IRR) in Camarines Norte State

College Learning Continuity Plan implemented last School Year 2021 to 2022 up to

present. It is defined in this memorandum the description of flexible learning; it refers to

interact in real time and interact but not real time. It also states in the IRR that faculty

members are directed to exercise greater flexibility, openness, and special considerations

in the delivery of instruction function via synchronous teaching and learning strategy
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enables the faculty and students to interact in real time through any available media like

Google Meet or Facebook Messenger, while asynchronous strategy enables the faculty

and students to interact but not in real time using resources like modules, Powerpoint

presentations, recorded videos and etc.

Work motivation is one of the key factors affecting the delivery of flexible

learning. Since flexible learning is newly introduced in the Philippines, many teachers are

affected by this scenario that gives another adjustment in the concept of the education

system. Work motivation of the teachers may include the following factors including;

interest in flexible learning, independent learning, personalized learning, computer self-

efficacy, social perception, external expectation and improvement of skills. Some other

factors may also include the intrinsic and extrinsic motivation depending on the

experiences of teachers to flexible learning. Therefore, this present study would like to

explore work motivation of the faculty during flexible learning in Camarines Norte State

Colleges. This study aims to raise the awareness of teacher motivation and presenting

practical solutions to promote it. This study will also provide necessary information that

will help in the development of interventions such as a supportive teacher system or

capacity-building development, which may benefit the continuity and effectiveness of

flexible learning.

Importance of the Study

The study will be significant to the following:

Camarines Norte State College. The result of the study will enhance the quality of

education, focusing on the work motivation of the faculty during flexible learning. The
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result will merit the assessment and evaluation on how Camarines Norte State College

adjusted well to flexible learning. Moreover, the outcome of the study will help to reach

expectations of Camarines Norte State College, especially in delivering quality education.

Faculty. The results will serve as a reminder on what actions should be provided

in order to improve work motivation of the faculty during flexible learning. The outcome

of the study will address their roles in ensuring the effectiveness, efficiency, and well-

being of the faculty, despite having troubles in adapting flexible learning.

Researchers Themselves. The results will benefit the researchers of the present

study, since it will improve their body of knowledge on how work motivation can be

rebuilt

Future Researchers. This study serves as a reference material or a blueprint for

future studies. This study also recommends replicating or duplicating the research topic

that will further explore work motivation of the faculty during flexible learning.

Objectives of the Study

This study generally explores work motivation of the faculty during flexible

learning in Camarines Norte State Colleges. Specifically, the study will attain the

following objectives:

1. To know the profile of respondent in terms of:

1.1 Years in Teaching

1.2 Rank

1.3 Department
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2. To determine the CNSC faculty work motivation during flexible learning in terms of:

2.1 Synchronous

2.2 Asynchronous

3. To determine the common problems encountered by CNSC faculty during flexible

learning in terms of:

3.1 Synchronous

3.2 Asynchronous

4. To propose an action plan that may possibly enhance the work motivation of CNSC

faculty during flexible learning.

Scope and Limitation

This study explores work motivation of CNSC faculty during flexible learning.

The scope of this study is to know the profile of CNSC faculty; determine the work

motivation of the CNSC faculty during flexible learning; and identify the common

problems encountered by CNSC faculties during flexible learning.

This study will be limited on the number of respondents which will comprise

thirty (30) permanent faculty members: nine (9) from the College of Business and Public

Administration; five (5) from the College of Arts and Sciences, eight (8) from the

College of Engineering; and, eight (8) from the Institute of Computer Studies. The

faculty must be a regular faculty member, and must be teaching both synchronous and

asynchronous flexible learning. The data will be taken using a questionnaire that will be

adapted from legal bases.

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Time and Place of the Study

The making of the study will start and end during the School Year 2022-2023.

The tentative period of data collection will be on August 2022 up to December 2022.

The place of the study will be Camarines Norte State College – Main Campus. The

researchers think that it would be convenient for them to conduct the research about the

work motivation of CNSC faculty during flexible learning. Also, the place of the study

was purposely chosen by the researcher in order to assess and evaluate the adjustment of

the faculty to flexible learning in Camarines Norte State College.

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Chapter 2

REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter presents the review of the related literature and studies which have

bearing on the present study. This study also provides a synthesis of the state-of-the-art

and the research gap to be bridge. This study presents the theoretical and conceptual

framework with corresponding illustrations.

Work Motivation

Acocording to Lattuca and Stark (2021) work motivation may depend on the

altitude and beliefs of the instructors in utilizing a flexible learning approach. The two

common kinds of attitude and beliefs on flexible learning including the attitude and

beliefs on technology and attitude and beliefs regarding teaching. Although technological

anxiety has a strong negative impact on the faculty’s intention to enhance greater with

faculty members that have a high degree of internet self-efficacy.

Also, Cigdem and Topcu (2022) states that work motivation is affected when

there is a poor or absence of technological literacy. Technological literacy improves work

motivation of the instructors in facilitating a flexible learning approach. As a result,

instructors still failed to adopt instructional technology due to a lack of adequate time

commitment. The instructional design of flexible requires a time commitment, which has

a negative impact on the academic workload. More so, support from organization and

administration is vital in order to enhance the problems and issues affecting work

motivation of instructors in facilitating flexible learning instruction. Moreover, the above

mentioned justify the presence of problems and issues affecting flexible learning
 9

instructions by focusing on the factors that affect work motivation of the instructors in

facilitating flexible learning.

According to the study of Li (2021) “Promoting Teachers Motivation in Online

Learning during Covid-19 Pandemic” aims to provide strategies for teachers and school

leaders to promote teacher motivation. Relevant theories and previous studies were

reviewed to discuss the technical, pedagogical, and psychological challenges in online

learning implementation, the importance of teacher motivation, and factors influencing

teacher motivation during the COVID-19 pandemic. After the review of existing

research, solutions with three practical strategies were given for teachers, namely, self-

regulated learning strategy, metacognitive thinking strategy, and self-care strategy. Three

supports for school leaders, namely, the professional training support, autonomy support,

and psychological support, were recommended to promote teacher motivation.

According to the study of Ibrahim and Nat (2019) “Flexible Learning Motivation

Model for Instructors in Higher Education Institution” identify the factors responsible for

motivating instructors at higher education institutions to integrate the flexible learning

approach into their courses. Two categories of motivational factors, namely, extrinsic and

intrinsic, have been identified in the flexible learning literature. These factors have been

used to design a motivation model based on the cause-effect relationship between them.

Survey data were collected from 362 higher education institution instructors in Turkey

and North Cyprus for analysis using a structural equation modeling method. The results

indicated that both extrinsic and intrinsic motivational factors have a significant impact

on the instructors’ motivation to apply the flexible learning approach. However, the

extrinsic factor like academic workload, did not influence the instructors’ motivation. In
 10

general, the findings confirmed that the consideration of both extrinsic and intrinsic

factors for motivating the application of flexible learning has a 79 percent impact on the

adoption of flexible learning. The findings of this study provide practical solutions for

educational managers, curriculum designers and faculty members towards creating a

cohesive flexible learning environment in higher education institutions.

According to the study of Muilenburg, & Berge (2020), “Student barriers to

online learning: A factor analytic study” that internet connection and power interruption

has been the problem that delays the teaching and learning process. Hill (2020) “Flexible

learning environments: Leveraging the affordances of flexible delivery and flexible

learning” mentioned that student’s participation as well as distractions has been one of

the problems of educators when facilitating synchronous flexible learning. It has been

emphasized the effects of poor student’s participation while in class, which buffers the

teaching-learning process, and tends to disrupt the integrity of the lesson plan created.

Therefore, student involvement in class will help in preventing delay in the teaching-

learning process when using synchronous flexible learning.

According the study of Bongalos et. al (2020) “University teachers experiences in

courseware development” The professoriate is increasingly expected to infuse computer

technology in teaching. However, there is dearth of qualitative data to either support or

disprove this belief. This study thus aims to describe the experiences of a select group of

college teachers as they develop, implement, and evaluate their courseware materials.

Ten tenured faculty members who have developed, deployed, and evaluated their

courseware materials were the participants of this qualitative inquiry. Initially, the

teachers were made to fill out robotfotos (in Dutch, a cartographic sketch) for purposes of
 11

profiling their baseline characteristics. Data gathered were carefully analyzed and

thematized on the basis of internal and external homogeneity. Guided by a semi

structured audio-taped interview, this study captured the experiences of the teachers

whose instructional paradigms were facilitated and revolutionized by a learning

management system (LMS), specifically the Blackboard (Bb) system. Findings show that

generally, the professoriate considers the courseware materials developed as instructional

adjuncts that complement their time-tested teaching modalities. Having identified an

LMS such as Bb as a user-friendly system, issues relative to system’s accessibility,

technical difficulties, systemic training programs for teachers, attractive system of

incentives and user readiness are key areas that ensure overall program success and

viability.

According to the study of Valera (2021) “Teacher experiences in the age of

COVID-19” This study explores the experiences of current Pre-K through 12 teachers in

South Texas school districts and their immediate need to transition from a traditional

classroom setting to virtual instruction as a result of the worldwide health crisis response

to the COVID-19 pandemic. Using naturalistic inquiry, this qualitative study transcribed

and coded participant interviews to reveal several themes: teachers work hard and adapt,

teachers need students, parents, each other, and our trust and confidence, teachers worry,

and yet, teachers persevere. The findings of this study tell of teachers' impressive tenacity

to persist in the face of multiple adversities. As a result the findings provide additional

insight for education stakeholders as to the intricacies of the teaching profession and its

added complexities in times of crisis.

 12

According to the study of Maziane et al. (2020) titled “Engineering Analysis of

Teaching Practices and Learning Strategies Guided by the Principles of Cognitive

Psychology and Information Technology” that work motivation of educators may depend

on the nature of course, where courses with practical examination will be difficult for the

faculty to facilitate flexible learning emphasized in schools and universities, there is a

search for potential remediation through, among other things, the unification of teaching

and learning processes, programs and practices. But there are disparate processes and

practices, often based on personal convictions on the teacher’s side as well as the

students. In other words, everyone conceives his way of working based on these personal

experiences and aspirations, without referring to valid theoretical bases.

According to Doolittle (2022), work motivation varies on the constructivism of

instructors in facilitating flexible learning. The application of a flexible learning approach

has its problems and challenges experienced by the facilitators. Individuals actively

create their own meanings through constructing their personal experiences and resolve

the conflicts in applying flexible learning approaches. Constructivism of the instructors

reflects open-ended questions that allow participants to share their experiences,

particularly the challenges they encountered in the course of flexible teaching in the

Philippines.

Additionally, according to Martin and Nunes (2021) states that work motivation

of the instructors may also reflect on the level of satisfaction of the instructors in teaching

and learning with the use of a flexible learning approach. Level of satisfaction when

teaching affects the work motivation displayed by the instructors in facilitating a flexible

learning approach. Thus, instructors experience poor work motivation due to diminished
 13

satisfaction in applying both online learning and face-to-face learning approaches, since it

is newly implemented in the Philippines.

Furthermore, according to the study of Vergonia and Mombas (2022) “Profiling

Philippine High School Teachers Readiness for Flexible Learning in Past Covid-19 Era”

explores teachers’ and learners’ readiness for flexible learning activities. The present

study is at the cutting edge of profiling high school teachers’ readiness for flexible

teaching activities in the Philippines at the time of post- COVID-19 era. A survey

research design was adopted by involving 107 high school teachers in the city of Tupi,

South Cotabato province, Philippine. This study provided an alluded picture that

Philippines high school teachers are ready to conduct a flexible learning system in the

post-pandemic era. This conclusion was drawn from the excellent results of survey items

in four dimensions for the flexible teaching readiness model developed by Graham et al,

comprising technical literacy, planning flexible learning activities, facilitating student-

student and teacher-student interaction, and managing the flexible learning environment.

The results indicate that a responsive, supportive, and relevant teacher professional

development program should be developed in order to enhance teachers’ readiness for

flexible learning in post-COVID-19 era, as well as improving the Philippines ' future

educational system. The results contribute to providing an alluded picture of Philippines

high school teachers’ readiness for flexible learning in post global pandemic. Hence,

school administrators can redesign teaching- learning policy accordingly to adapt to the

current situation.

Moreover, according to the study of Anoba and Cahapay (2020) “The Readiness

of Teachers on Flexible Learning Transition for Past Covid-19 Period: An Assessment

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using Parralel Mixed Methods” assessed the readiness of teachers specifically on flexible

learning transition amidst the COVID-19 crisis. Employing parallel mixed-method

research, it involved elementary teachers from Carpenter Hill Elementary School,

Mindanao, Philippines. The researchers used a survey questionnaire and interview guide

data. This work revealed points of convergence, elaboration, and divergence in the data

sets. An interesting point further underscored is that some quantitative and qualitative

results may diverge, but challenges in these facets of flexible learning can be turned into

opportunities for teachers in the conduct of flexible learning. A responsive, appropriate,

and relevant teacher preparation program should be developed based on this evidence

toward an efficient and effective instructional implementation in the future.

According to the study of Fiel (2020) investigated the “Knowledge, Attitude,

Barrier, Motivation, and Adaptation of Flexible Learning” in one of the uprising Higher

education institution in Mindanao, Saint Michael College of Caraga. The study was

conducted to 150 faculty, both full-time and part-time in basic education and tertiary

level. A descriptive correlational and causal design utilized the data in describing the

relationship among variables. The research found out that the majority have less

experience in flexible learning. The results also showed that flexible learning helps

students conveniently though they lack the availability of computers. Subsequently,

making the knowledge, attitude, and motivation the most predicted reason for teachers’

application. In lieu of this, institutional administrators, especially the human resource

office, are highly recommended to take appropriate interventions to sustain the

engagement of the faculty toward flexible learning. Thus, continuous proceedings of how
 15

well-flexible learning strategies are accepted and adapted in multicultural settings are

significant.

Additionally, according to the study of Baloran and Hernan (2020) “Crisis-

Efficacy and Work Commitment of Education Workers among Public School during

Covid-19 Pandemic” determine the significant influence of crisis self-efficacy on the

work commitment of public-school teachers in Region XI (Davao Region), Philippines,

during the COVID-19 pandemic. The sample consisted of 1,340 public school teachers

across the Davao Region. The researchers collected the data through adapted

questionnaires contextualized to the local setting and administered through online Google

forms with appended consent. Mean, standard deviation, Pearson r, and regression

analysis were used to analyze data. Results revealed that crisis self-efficacy significantly

influences the work commitment of public-school teachers during the COVID-19

pandemic. Uncertainty management during this crisis, in particular, best predicts

teachers’ work commitment. The results showed a high level of crisis self-efficacy in

terms of action, preventive, achievement and uncertainty management, and high level of

teachers’ work commitment in terms of commitment to school, commitment to students,

commitment to teaching, and commitment to profession. Correlation results also showed

a link between crisis self-efficacy and the work commitment of teachers amid pandemic.

Finally, the study concluded with practical recommendations and directions for future

research.

Flexible Learning

According to Shurville et al. (2018), flexible learning is a set of educational

philosophies and systems, concerned with providing learners with increased choice,
 16

convenience, and personalization to suit the learner. In particular, flexible learning

provides learners with choices about where, when, and how learning occurs”. Flexible

learning approaches are often designed using a full range of teaching and learning

theories, philosophies and methods to provide students with opportunities to access

information and expertise, contribute ideas and opinions, and correspond with other

learners and mentors. This may occur through the use of internet-based tools such as

Virtual Learning Environments or Learning Management Systems, discussion boards or

chat rooms; and may be designed as a "blended" approach, with content available

electronically and remotely, as well as face-to-face classroom tutorials and lectures.

According to the study of Nguyen et al. (2020) “Motivation and Barrier for

University Teachers to Apply Flexible Learning in Language Classes” examined

university teachers who make choices to apply flexible learning to language teaching.

The samples were 15 teachers of English at the University of Foreign Languages, Hue

University in Vietnam. The research instrument was interviews with semi-structured

questions. Data were then analyzed using an inductive approach, with raw data being

condensed and coded into categories. The results revealed that two of the main findings

regarding the motivation for university language teachers to apply flexible learning in

their classes were the need to increase professional development and to keep teachers

updated with new technology; whereas class size, students’ self-awareness, and students’

low economic background were found to be the main barriers preventing teachers from

applying flexible learning approach. Besides, findings also support the existing body of

knowledge regarding the reasons why and why not teachers apply flexible learning in

their teaching practice.

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Additionally, according to the study of Higgins (2019) “Flexible Learning: How

Teachers Balance the Blend of Online and Classroom Components” examined teaching

practice in a flexible learning course. Teachers using flexible learning were interviewed

about their use of online and classroom components and the reasons for their decisions.

The online and classroom aspects of their course were analyzed against a pedagogical

framework of engagement strategies. Classroom components were found to be more

highly valued by teachers than those online, an attitude largely driven by their

perceptions that specific learning functions were best suited to particular formats. The

courses themselves reflect these values. Most teachers used well-developed engagement

strategies in their classroom teaching, compared to a minimal use of strategies online.

Further, with one exception there was a lack of integration between online and classroom

components. Flexible learning will not fulfill its promise of better learning unless

teachers can be encouraged to rethink and redesign courses that afford students more, and

different learning experiences than those offered by either online or classroom alone.

This study adds to a small literature base examining what teachers actually do in flexible

learning, and signals steps that teachers and their institutions might take to build on the

opportunities presented by flexible learning

According to the study of Henderi et al. (2020) “Rule Based Expert System for

Supporting Assessment of Learning Outcomes” the development of information

technology in online learning must be supported by information that can support online

teaching and learning activities, without obstacle to getting information students can

access data indefendently about information related to college activities.

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According to the study of Agus et. al (2018) there is a difference in the

effectiveness of work between permanent and non-permanent educators, where the

difference lies in the aspects of composing and planning learning activities. Additionally,

permanent employees have the chance to grow professionally and develop their skills as

the institution grows. They may also put more time and effort into their work to get

promoted and advance their careers. A temporary employee, on the other hand, may quit

their job when least expected.

According to Corpus (2020) adapting flexible learning and other alternative

modes of delivery instead of in-campus learning. Current flexible learning approaches

have been prevalent today. Full flexible learning has been available for the longest time.

The ECQ promoted this opportunity to the Philippine setting, and the marginalized

students will not be left behind. The great digital divide is still present, thus the measures

for providing access and opportunities to the marginalized students. Furthermore, they

stated that flexible learning in the Philippines is still young and new to tertiary education

teachers. It also posits that gearing towards a flexible-based approach provides dynamics

of teaching changes and the role of faculty can be altered. Thus, the concept of flexible

learning approach still needs to strengthen and support in order to enhance work

motivation of the instructors and the outcome of flexible learning.

Asynchronous Flexible Learning

According to Hrastinski (2018), asynchronous flexible learning has been the most

prevalent form of flexible teaching so far because of its flexible operation. Asynchronous

environments provide students with readily available material in the form of audio or

video lectures, handouts, articles and powerpoint presentations. This material is

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accessible anytime anywhere via Learning Management System or other channels of the

sort. Learning Management System is a set of tools that houses course content and

provides a framework for communication between students and teachers like a classroom.

Other terms sometimes used instead of Learning Management System are Course

Management System and Virtual Learning Environment. are Course Management System

is comparatively an older term and its usage is less common today as it implies basic

management of course content, while Learning Management System indicates the system

that supports the learning process. The term Virtual Learning Environment also implies

the support of the learning process, but it is more frequently used to describe systems that

support a flexible learning environment. The results showed how Learning Management

System help in facilitating asynchronous flexible learning effectively.

Asynchronous flexible learning is the most adopted method for flexible learning

because learners are not time bound and can respond at their leisure. The opportunity of

delayed response allows them to use their higher order learning skills as they can keep

thinking about a problem for an extended time period and may develop divergent

thinking. The spontaneity of expression is replaced by a constructed response. Therefore,

asynchronous space leads to a self- paced, independent, student-centered learning. Hence,

asynchronous e-learning can scaffold students’ previous knowledge with new concepts.

Less reliance on memory and notes and more opportunity for discussions with peer

groups help build critical thinking and deep learning. Shyness is reduced due to the

distance mode, which alleviates the fear of the teacher. As there is less pressure than a

real time encounter, the affective filter remains low and learners can respond more

innovatively and creatively. The chances of getting irritated by technological problems

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like low speed and non-connectivity are the least, as ample time to attempt activities is

available.

Asynchronous flexible learning can be challenging as only a carefully devised set

of strategies can keep students engaged and interested in this sort of learning environment

to facilitate motivation, confidence, participation, problem solving, analytical and higher

order thinking skills. Moreover, it is a self-paced system in which the students have to be

self-disciplined to keep themselves active as well as interactive to keep track of activities.

Whereas discussions on forums and blogs can keep them active, going off topics can also

distract them. Delayed feedback can be another frustrating factor. Moreover, there are

insufficient opportunities for socializing and students have to look for ways of

networking themselves.

Asynchronous learning

According to the study of Adhikary (2018) “Asynchronous learning” is a learner-

centered teaching-learning process where online resources are utilized to help sharing

information outside the restraints of time and space among a group of networked people.

The constructivist learning theory is the foundation of asynchronous learning, a learner-

centered teaching-learning process that lay emphasis on the significance of peer-to-peer

interactions. This approach put together self-study and asynchronous interactions to

transact and assist learning in conventional on-campus education, open distance

education, and professional training. This joint synergistic network of learning group and

the electronic web network in which they communicate and interact can be denoted as an

asynchronous learning mutual dependent network. Learners have got immense

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opportunity to actively perform in their own learning in an asynchronous learning

environment and spontaneously interact with their fellow learners.

According to Sana et al. (2020), asynchronous flexible learning refers to

providing training that does not require learners and facilitators to be simultaneously

online for learning to take place. Tools used by course designers to integrate engagement

include quizzes, assessments, order or rate controls, additional dimension through video,

and reflective opportunities. As asynchronous learning becomes the 2020 norm

throughout Philippine academia, changes are taking place in campus information

systems. Asynchronous flexible learning occurs in a different time setting in that

interactions occur with a time lag between and among them. Participants can be

geographically distributed or even in the same room, but if they interact in non-real time,

their communication and work is asynchronous. Almost all writing instructors already

engage in asynchronous instructional practices when they post course materials or

respond to individual student emails. Asynchronous flexible learning typically enables

teachers and students to interact over a longer period of time such as, for example, two

days or a week, and they provide wide latitude with scheduling coursework and

interactions that uses such media as text, images, recorded audio, and recorded audio or

video.

Synchronous Flexible Learning

According to Teng et al. (2022), synchronous flexible learning refers to learning

or teaching that takes place simultaneously via an electronic mode. Synchronous voice or

text chat rooms provide an opportunity of teacher- student and student-student

interaction. Apart from chat, video conferencing facilitates face to face communication.
 22

Web conferences through surveys, polls and question-answer sessions can turn out to be

more interactive than video conferencing.

Synchronous flexible learning instills a sense of community through collaborative

learning. A virtual classroom is a place for instructors and students to interact and

collaborate in real time. Using webcams and class discussion features, it resembles the

traditional classroom, except that all participants access it remotely via the Internet.

Lessons can be recorded and added to an e-library. Using the archived e-library, students

can access and replay the teacher's lectures as many times as necessary to master the

material. Direct interaction with teachers and students in real time is very much like a

traditional face-to-face classroom, rather better, as distance is no more a barrier and by

connectivity via the Internet no time is wasted in traveling. etc. Synchronous sessions can

result in high levels of motivation to stay engaged in activities due to teacher and class-

fellow presence. Instant feedback and answers can help students resolve any problems

they encounter in learning. Facial expressions and tones of voice can aid them to have the

human feel at a broader spectrum and lead to global interaction without much cost.

Some of the challenges of synchronous education can be the need for the

availability of students at a given time and the necessary availability of a good bandwidth

Internet. Also students can feel frustrated and thwarted due to technical problems. In

addition, a carefully devised instructional design is required as pedagogy is more

important than technologically facilitated media.

According to the study of Asterhan and Schwarz (2020) “E- Learning: Students

Perspective about Asychronous and Sychronous Resources at Higher Education Level”

examined the online synchronous group discussion and effective control that depended
 23

on a specialized instrument, empowered participants to communicate through text content

and pictorials. The study was conducted on ninth grade students. Members from both

groups anticipated that an effective mediator must be active and he should keep the live

discussions focused to help participants to remain on the topic. Participants also said that

they did not essentially need the moderator to put in his or her scholarly opinion on the

topic in the discussion. The researchers concluded that the type of discussion that an

instructor encouraged to use and the extent to which students were involved in

synchronous discussion influenced the learning of students for both ninth grade and

graduate level. They also found that the way of discussion was different in synchronous

and asynchronous online conversation. Different studies have found that while engaged

with synchronous learning as compared to asynchronous learning members can find

limited means of communication, tend to be focused, feel a greater sense of contribution,

and experience better assignment/course completion rates.

According to the study of Sana (2020) “Synchronous learning” means a mode of

educational communication where, learning or instruction in which the learner receives

lessons from the instructor at the same time period but not essentially in person or in the

same place. The conventional classroom situation is the most basic form of synchronous

learning, but now the live online e-learning have become available alternative. So, the

conventional form of teaching and learning method is synchronous and characteristically

entails the employment of a classroom where teacher and learners effectively interact

within the same period and place. The e-learning is often made via a teleconference or

video conference over a high-speed web network, where teacher and learners can interact

within the same time but not same place. In the modern digital era, the examples of
 24

synchronous learning are one-on-one tutorials and even online seminars, often called

webinars.

According to Sithole and Akpinar (2020), synchronous flexible learning occurs in

the same time setting in that interactions transpire without a time lag in real time or with

a very short one in near real time. The teaching-learning is geographically distributed or

located in the same room. Synchronous flexible learning typically requires teachers and

students to be communicating with immediacy, and they must meet at a particular

scheduled time for the activity to be genuinely synchronous and equally accessible to all

in the course, much as in a traditional onsite course setting. They use such media as text

and live audio or video where the participants talk and see each other in real time.

However, synchronous, typically also take advantage of asynchronous media for

distributing and collecting assignments, providing content, and requiring text- based

discussions. Synchronous flexible learning involves media relative to meeting

concurrently through text and voice, live document sharing, live audio or video

conferencing, meetings in virtual worlds, and white board sharing. Some synchronous

flexible learning can occur through the institution’s preferred learning platform on its

built-in capabilities, but sometimes out- side software are brought to the classroom for

this work. Synchronous flexible learning’s primary advantage typically is identified as

interpersonal rather than cognitive, ostensibly owing to participants’ feelings of intimacy

and real time engagement, which tend to be associated with student satisfaction, student

learning, and lower rates of attrition. Such synchronous interactions can help to avoid

miscommunications and to address problems when miscommunication has occurred.

Nevertheless, synchronous flexible learning can create significant scheduling challenges

 25

particularly if the teacher wants to speak with the entire class, but even for one- to-one

interactions. Additionally, synchronous flexible learning media or software can be costly

and may require significant bandwidth to be efficient and effective.

According to the study of Cahapay et. al (2021) “Techological Pegagogical

Knowledge self-efficacy and Continuance Intention of Philippines Teachers in remote

Education amid COVID-19 Crisis” with the sudden and forced change to various

modalities of remote education amid the COVID-19 crisis, the technological pedagogical

knowledge (TPK) self-efficacy and continuance intention of teachers demand an

investigation. This aimed to assess the TPK self-efficacy and continuance intention of

teachers in remote education amid Covid-19 crisis. Employing a quantitative

correlational research design. It involved a randomly selected sample of 1065 K to 12

teachers from Mindanao, Philippine. Two psychometrically tested scales were used to

gather the needed data. The analyses were performed using descriptive and inferential

statistics. The result indicated that the teachers have high levels of TPK self-efficacy and

continuance intention. It further revealed that TPK self-efficacy significantly differed

across age, gender, marital status, monthly income, educational attainment, and teaching

experience and continuance across age, monthly income, and teaching position. Lastly,

the result uncovered a significant positive relationship between TPK self-efficacy and

continuance intention of teachers. This study provides implications on sustained

technology use in Philippines education.

This section provides arguments that will explain the similarities and differences

of the previous studies and the present study.

 26

The previous studies and literature of Cahapay (2021) Nguyen et al. (2020); Li

(2021); Vergonia and Mombas (2022); Anoba and Cahapay (2020) and Fiel (2020) are

similar to the present study since those study reflect to work motivation of the instructors

to flexible learning approach by exploring the perceptions of the instructors which can be

related on their work motivation. The previous studies and literature are close to the

present study which will also focus on work motivation.

The previous studies and literature of Higgins (2019); reflect on how the

instructors were motivated in facilitating flexible learning, since the previous studies

focused on the teaching performance of instructors to flexible learning. Asterhan and

Schwarz (2020), Shurville et al. (2018) Baloran and Hernan (2020) are different from the

present study since it does not address the work motivation of faculty which is the main

focus of the present study.

However, the present study will specifically examine work motivation of CNSC

faculty in flexible learning both synchronous and asynchronous. The present study will

also identify the problems in facilitating synchronous and asynchronous flexible learning.

Bridging the Gap, after careful analysis of the previous literature and studies, the

research found that there are no single studies that aim to explore work motivation of the

instructors in facilitating flexible learning. Also, the bridge the gap in the local studies,

since no single studies have mentioned about the work motivation of the instructors

during asynchronous and synchronous flexible learning approach. This is the gap of the

research tried to bridge.

 27

After careful analysis of the previous literature and studies, the research found

that there are no single studies that aim to explore work motivation of the instructors in

facilitating flexible learning. Also, the bridge the gap in the local studies, since no single

studies have mentioned about the work motivation of the instructors during asynchronous

and synchronous flexible learning approach. This is the gap of the research tried to

bridge.

Theoretical Framework

McClelland (1961) as cited by StudyHow entitled: McClelland’s Theory of

Motivation.

McClelland's Human Motivation explains how humans attempt to identify what

motivates them or what motivates their team, so they could give them the need on what

they were going to achieve. This theory also explains that every person has its own

motivator that overcomes their challenges effectively either motivator related to power,

achievement, and affiliation.

The relevance of the present study is that it explains how work motivation of

CNSC faculty to flexible learning is linked to McClelland’s Human Motivation. On the

other hand, the theory states the differences between the motivation possessed by CNSC

faculty to flexible learning. As a result, they may differ on how they utilized their

motivation at work, especially in implementing flexible learning

In figure 1, McClelland's Human Motivation Theory is used to conceptualize the

present topic about CNSC faculty’s work motivation during flexible learning.
 28

The figure shows the direct flow on how human motivation theory illustrates the

motivation of instructors in facilitating effectively both synchronous and asynchronous

flexible learning. Human motivation theory connected to the profile of the CNSC faculty,

the connection between the two varies in order to explain how well coped or motivated

are they in facilitating both synchronous and asynchronous flexible learning. The profile

of the CNSC faculty is connected to the work motivation, because the researchers think

that professional background of CNSC faculty reflects on their work motivation in

facilitating both synchronous and asynchronous flexible learning. Work motivation is

connected to effective facilitation of flexible learning, the researcher thinks that work

motivation varies on how CNSC faculty are able to deliver quality of flexible learning. If

the work motivation of the CNSC faculty is intact, the integrity of flexible learning will

remain.
 29

Human Motivation Theory

by David McClelland (1961)

Work Motivation of CNSC Faculty

During Flexible Learning

Motivated Faculty During Flexible

Learning

Figure 1.Theoretical Paradigm of the study

 30

Conceptual Framework

The dependent and independent variable will be illustrated in order to

conceptualize the direction of the present study.

The dependent variable illustrated will be the proposed action plan the work

motivation of CNSC faculty during flexible learning.

The independent variable illustrated will be the description of the profile of CNSC

faculty; the work motivation of CNSC faculty during flexible learning in terms of

asynchronous and synchronous flexible learning; and identify the problems encountered

by the CNSC faculty during flexible learning.

Figure 2, explains the concept of the study by focusing on how dependent

variables are able to reach the independent variables which is to examine work

motivation of CNSC faculty during flexible learning. The researcher used orange since

the primary focus of the study is to examine work motivation in facilitating flexible

learning. The bold arrows showed a direct relationship between dependent and

independent variables.

In describing the figures made, the orange border represents the motivation, in

which the study will aim to examine work motivation of CNSC faculty. Thus, both

independent variable, dependent variable were enclosed with an orange border, this is

based from color psychology stated by Cherry, K. 2021. As for the bold arrow connecting

to dependent and independent variables, since it represents the direction and connection

of the elements of research.

 31

INDEPENDENT VARIABLES DEPENDENT VARIABLES

1. To know the profile of

respondent in terms of ; Proposed Action Plan that will
enhance work motivation in
1.1 Years in Teaching facilitating flexible learning.
1.2 Rank
1.3 Department
2. To determine the CNSC
faculty work motivation
during flexible learning in
terms of;
2.1 Synchronous
2.2 Asynchronous
3. To identify the common
problems encountered by
CNSC faculty during
flexible learning in terms
of:
3.1 Synchronous
3.2 Asynchronous

Figure 2.

Conceptual Paradigm
 32

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter will present the method and procedures selected in the study, which

includes the type of research design, population of the study, sampling instrument,

sampling procedure and techniques, data collection, and tools for data analysis.

Research Design

The researchers used quantitative and descriptive type of research. This design

will focus on describing, determining, identifying, and observing something to find the

truth and view the opinion related to the research topic. According to Venzon (2010),

descriptive research is used to describe variables, examine relationships among variables,

and determine the cause-and-effect interactions between variables. This descriptive-

evaluative type will help to evaluate the work motivation of the faculty in CNSC. This

study will also describe the profile of the faculty in terms of years in teaching,

employment status, rank, and department; determine work motivation of CNSC faculty

during flexible learning in terms of asynchronous and synchronous flexible learning; and

identify the common problems encountered by the CNSC faculty during flexible learning.

Likert Scale were used in order to make the questionnaire quantifiable. This

helped to measure the work motivation of CNSC faculty during flexible learning in terms

of asynchronous and synchronous flexible learning and measure the common problems

encountered by the CNSC faculty during flexible learning.

Population of the Study

 33

This study will involve thirty (30) permanent faculty in CNSC, nine (9) from the

College of Business and Public Administration; five (5) from the College of Arts and

Sciences, eight (8) from the College of Engineering; and eight (8) from the Institute of

Computer Studies.

Sampling Instrument

The researchers used a structured close-ended questionnaire, where the

respondents answer the questions by choosing the answer from the given choices

provided by the researchers. Structured close-ended questionnaires will lead to generally

higher response rate and more accurate data from the respondents since it requires lower

cognitive load from them because it will be efficient and convenient for them to answer.

According to Salustiano (2009), a close-ended questionnaire is explained as the most

commonly used research instrument and has the following advantages: economy of time

and money, ease of testing its reliability and validity, and ability to maintain respondents’

anonymity and confidentiality.

In making the questionnaire, the requirements in the designing of a good data

collection instrument were considered to collect and gather data about the work

motivation during flexible learning of the respondents. In that way, the instrument that

the researchers used was to obtain valid responses from the respondents. Questions were

formulated according to legal bases and supporting studies for validation.

Sampling Techniques and Procedure

 34

The researchers used quota sampling techniques and Stratified sampling. The

researchers budgeted a very tight detailed accuracy of the sample and decided how many

samples to be taken in each category.

In this study, quota sampling is applied in order to limit the number of

respondents. The researcher declared the number of faculty in every college department

using quota sampling technique, the declared quota will be 30 faculty in four department

and Stratified sampling to cover different number of respondents in every college

department in CNSC including College of Business and Public Administration, College

of Arts and Sciences, College of Engineering, and Institute of Computer Studies.

Data Collection

Permission through a formal letter was requested from the President of Camarines

Norte State College – Main Campus (Appendix A) to conduct study inside the campus.

Another letter was made to the Deans of College of Business and Public Administration,

College of Arts and Sciences, College of Engineering, and Institute of Computer Studies

in order to ask permission to conduct a face-to-face survey among their faculties.

After the letter is approved, a survey-questionnaire was given to the faculties of

each department which include: the College of Business and Public Administration, the

College of Arts and Sciences, the College of Engineering, and the Institute of Computer

Studies.

The questions that were asked were discussed and the faculties were informed of

the purpose of the study. The questionnaires were incorporated with the photocopy of the

approved letter from the President of CNSC, a formal letter describing the study and
 35

confidentiality of the information that will be given out, and a letter of consent for the

faculties. Permission to photograph was also sought for documentation purposes. After

the consent was secured, the researchers asked the faculty members to complete

answering the questionnaire. It took the study respondents at least 3 to 5 mins to answer.

The primary sources of data came from the answers which were directly answered

by the faculty of CNSC. While the secondary source of data were records that will help in

describing the profile of the faculty. Data collected from various sources were classified,

tabulated, and statistically treated, analyzed and interpreted and presented in tables.

The researchers practiced utmost professionalism in both active listening and

queries of the respondents so as not to break any form of confidentiality in the data that

were gathered from them. Moreover, unprofitable comments were made during the

conduct of selected respondents. Moreover, to protect the confidentiality of the data

given, pseudonyms were used for each of the respondents who participated in the survey.

Moreover, the raw data procured from the survey were disposed of when the final copy of

this study was published. In that way, the present study observed the implementing

regulations of RA 10173 or the Data Privacy Act of 2012.

Tools for Data Analysis

Percentage Technique. This statistical tool used to identify the rate of which

something will refer to the descriptive equivalent. This tool used to compute the profile

of the respondents.

P = n / T x 100

Where,
 36

P = percentage

n = responses

T = total respondents

Weighted Mean. This statistical tool used to determine the weight of responses. In

this study, it is used to measure the work motivation of faculty during flexible learning

and determine the perceived problems during flexible learning.

WM = Σfw / N

Where,

WM = weighted mean

Σ = summation

f = frequency of responses

w = weight of responses

N = total respondents

Likert scale used to make the questionnaire quantifiable and will help to easily

measure the work motivation of faculty during flexible learning and measure the common

problems encountered during flexible learning.

In order to interpret the Likert scale based on four answer options, a scale will be

created with the assumption that the answers will fall into a normal curve distribution.

As such, the extreme answers of: Strongly Agree (4) and Strongly Disagree (1); which

are interpreted as Very High or Very Low Level of Manifested Behavior/Engagement are
 37

accorded only half (0.5) of the ordinal measure; while the median answers: Agree (3) and

Disagree (2) are accorded one (1.0) ordinal measure in work motivation Likert (1932, as

cited by Boone & Boone, 2022).

Scale Range Interpretation

4 3.26 – 4.00 Strongly Agree

3 2.51 – 3.25 Agree

2 1.76 – 2.50 Disagree

1 1.00 – 1.75 Strongly Disagree

Likert 4-Point Scale for Levels of Practice and change its interpretation to: 4) Always (3)

Sometimes (2) Seldom (1) Never. Thus, in measuring problems encountered the scale

below is use:

Scale Range Interpretation

4 3.26 - 4.00 Always

3 2.50 - 3.25 Sometimes

2 1.76 - 2.50 Seldom

1 1.00 – 1.75 Never

 38

Chapter 4

RESULTS AND DISCUSSION

This chapter presented the analysis and interpretation of the data gathered by the

researchers using a survey questionnaire. The findings of the study were derived through

the application of the appropriate statistical tools. Presented data were studied and

documents were examined to answer the questions communicated in the statement of the

problems. The analytical procedures were arranged according to the sequence of the

specific question. They were presented in a tabular form to understand better the

following problems covered by the study. The topics covered were (1) profile of CNSC

faculty; (2) the work motivation of CNSC faculty during flexible learning in terms of

asynchronous and synchronous flexible learning; (3) identify the problems encountered

by the CNSC faculty during flexible learning. and (4) propose an action plan to enhance

the work motivation of CNSC faculty.

Profile of Respondents

This part presents the profile of respondents in terms of years of teaching,

category, and college department allied to. The data are shown in Tables 1-3

Years in Experience. Table 1 illustrates the years of teaching of the respondents.

The majority of the respondents are those who have 10 to 20 years in teaching with a

frequency of 20 or 67 percent of the total number. On the other hand, those who have

above 20 years in teaching is the lowest with a frequency of 2 or 6 percent of the total

number of respondents, respectively.

Table 1
 39

Years in Teaching

Category Frequency Percentage (%)

Below 3 years 3 10%

7 to 9 years 5 17%

10 to 20 years 20 67%

Above 20 years 2 6%

Total 30 100%

Based from the survey, it implies that most of the respondents were 10 to 20 years

in teaching at CNSC. This showed that respondents can able to cope up effectively,

especially when dealing both synchronous and asynchronous flexible learning. According

to the respondents it is not based on the length of time they have been teaching on how

they cope up with flexible learning since those new teachers have more experience when

it comes to the use of technologies which is one of the most important in facilitating

flexible learning. Additionally, according to the respondents, their years in teaching

experience is positively associated with how motivated they are as the gains from years

of teaching are highest in educators more than ten years of teaching but continue in their

second decades or more in their careers. And educators make greater gains in their

effectiveness when they teach or accumulate years in teaching experience as more years

of teaching confer benefits to their colleagues and to the institution, as well as to their

own students.

It also supports the highest score by the study of Bongalos et al. (2020) which

states that 10 to 20 years of teaching experience has been the most important indicator in

examining work performance and work motivation of the educators, especially when

facilitating synchronous and asynchronous flexible learning. It also mentioned that

 40

having 10 years or more teaching experience will indicate that educators are able to reach

expert level. According to the study of Cahapay et. al (2021) “Techological Pegagogical

Knowledge self-efficacy and Continuance Intention of Philippines Teachers in remote

Education amid COVID-19 Crisis” It further revealed that TPK self-efficacy significantly

differed across age, gender, marital status, monthly income, educational attainment, and

teaching experience and continuance across age, monthly income, and teaching position.

Lastly, the result uncovered a significant positive relationship between TPK self-efficacy

and continuance intention of teachers. This study provides implications on sustained

technology use in Philippines education.

However, the lowest score years of experience are those faculty with more than

20 years of experience. They were the few due to age of retirement. Those faculty with

more than 20 years of experience may experience challenges due to technological

advancement which makes them struggled in facilitating both synchronous and

asynchronous flexible learning.

According to the study of Valera (2021) “Teacher experiences in the age of

COVID-19” this study states that majority of the old teachers experiences difficulties

during distance learning from their old teaching passions to online class, as well as their

concerns about using technology. Teachers also need each other. Upon learning of

school closures and the move to online teaching, participants reported feeling an overall

curiosity and uncertainty as to how this would be carried out, and done so effectively.

Participants credited their teams of colleagues and administrators as a strong support,

often describing the collaboration as “leaning” on one another. Teachers work hard and

adapt in order to provide the best service and learning experience for their students.
 41

Academic Rank. Table 2 illustrates the profile of the respondents according to

their category. Most of the respondents are Instructor I with a frequency of 7 or 24% of

the total number of respondents while the lowest number of respondents are those who

are Associate Professor 1, and Associate Professor 4 and 5 with a frequency of 1 or 3% of

the total number respectively.

Table 2
Academic Rank
Category Frequency Percentage (%)

Instructor 1 7 24%

Instructor 2 2 7%

Instructor 3 3 10%

Assistant Professor 1 3 10%

Assistant Professor 2 2 7%

Assistant Professor 3 2 7%

Assistant Professor 4 4 13%

Associate Professor 1 1 3%

Associate Professor 2 4 13%

Associate Professor 4 1 3%

Associate Professor 5 1 3%

Total 30 100%

It has been noted that ranking of the faculty members reflects on their existing

promotion and achievement. According to the respondents most of the faculty were at the

category of instructor 1. Weather they are permanent or not, their ranking are under the

instructor 1 because most of them have not undergone doctorate degree and are on the

entry-level position. Additionally, it takes time for them to get promoted. Additionally,

according to the respondents, instructors are equipped to adapt to new teaching methods
 42

like facilitating flexible learning. As the institutions have been forced to embraced new

technologies and learning modalities in order to continue delivering the equality

education, instructors are needed to be able to properly execute various learning

modalities.

It is supported by the study of Henderi et al. (2020) “Rule Based Expert System

for Supporting Assessment of Learning Outcomes” ranking of educators in a workplace

will also play a part in the analysis of Henderi in order to examine the work performance

and work motivation of educators in facilitating synchronous flexible learning and

asynchronous flexible learning.

According to the respondents, there are few faculty who had reached

Associate Professor 1, 4 and 5 as their rank because it requires doctorate degree to be

qualified as mid-level professor and as their responsibility are similar to assistant

professor. Aspirants who wish to become an associate professor must fulfill all the

qualifications. To work as an associate professor one must have to complete their post-

graduation. For some best universities or colleges one may also ask for a doctoral degree

however, there are no specific courses to become an associate professor.They also said

that is is not easy to reach this kind of position as a teacher, since there are many

evaluations and qualifications that must be accomplished to become a mid-level

professor.

Henderi et al. (2020) “Rule Based Expert System for Supporting Assessment of

Learning Outcomes”, emphasizes the relationship of work promotion in a workplace

which reflects on the performance of educators. The higher the category, the higher the

expectations that they were effective in teaching during flexible learning.

 43

College Department. Table 3 illustrates the profile of respondents in terms of the

college department. Most of the respondents are from CAS with a frequency of 10 or

33% of the total number of respondents while the lowest number of respondents are from

CBPA with a frequency of 5 or 17% of the total number respectively.

Table 3

College Department

Category Frequency Percentage (%)

CBPA 9 17%

Co Eng 8 23%

CAS 5 33%

ICS 8 27%

Total 30 100%

According to the respondents, there are many permanent faculty members in

CBPA since most of them have been teaching for many years. Also because of the

duration of their teaching, they have many experiences and accomplishments that make

them regular or permanent, but also as they said they are more used to the traditional

ways of teaching, so they had struggles during implementation of flexible learning but

with the help of their co-teachers, their teaching went well, so they became more

motivated to teach students even though it was through distance learning.

According to the study of Agus et. al (2018) there is a difference in the

effectiveness of work between permanent and non-permanent educators, where the

difference lies in the aspects of composing and planning learning activities. Additionally,

permanent employees have the chance to grow professionally and develop their skills as

the institution grows. They may also put more time and effort into their work to get
 44

promoted and advance their careers. A temporary employee, on the other hand, may quit

their job when least expected.

According to the respondents, there are few permanent workers in CAS because

most of them are new faculty member and fresh graduate. Additionally, according to

them it takes a long period of time before they reach the permanent position.

It has been shared by the study of Maziane et al. (2020) titled “Engineering

Analysis of Teaching Practices and Learning Strategies Guided by the Principles of

Cognitive Psychology and Information Technology” that work motivation of educators

may depend on the nature of course, where courses with practical examination will be

difficult for the faculty to facilitate flexible learning. Moreover, according to an article by

the online site Kova Corp (2021), while there are many positives to using only permanent

employees in an institution, temporary workers come with several benefits, as well. For

one thing, they are new to the company temporary workers are starting fresh, without any

negative attitudes towards management, or involvement in office politics, that longer-

term employees might experience. Another plus is the fact that these temps can be

especially motivated to do their very best in order to please their temporary employment,

or even to get a longer-term contract. The necessity to prove themselves can drive

temporary employees to outperform even very good permanent employees.

Work Motivation of CNSC Faculty during Flexible Learning in terms of

Asynchronous and Synchronous Flexible Learning

Tables 4 and 5 presents the work motivation of the Camarines Norte State College

faculty in terms of synchronous and asynchronous flexible learning.

 45

Work Motivation During Synchronous Learning. Table 5 illustrates the work motivation

of the faculty in terms of synchronous flexible learning with an average weighted mean

of 3.79 interpreted as Strongly Agree. Among the indicators, I am motivated to teach in

my online class when the internet connection is stable ranked the highest with a weighted

mean of 3.87 interpreted as Strongly Agree. And the lowest, I am motivated to provide

alternative instructional materials like pre-recorded video tutorials and online links for

additional references to give students further means of learning and got the lowest

weighted mean of 3.76 interpreted as Strongly Agree.

Table 4
Work Motivation During Synchronous Flexible Learning
Indicators WM Interpretation
I am motivated to exert great effort to provide
comprehensive discussion where my students are early 3.77 SA
and have 100% attendance during class/online class.

I am motivated to extend my teaching performance

when my students actively participated in my class. 3.82 SA

I am motivated to provide alternative instructional

materials like pre-recorded video tutorials and online links 3.67 SA
for additional references to give students further means
of learning.

I am motivated to teach in my online class when the 3.87 SA

internet connection is stable.

I am motivated to extend my teaching modalities and

strategies during my class or online class when my 3.82 SA
resources and equipment are readily available.

Average Weighted Mean 3.79 SA

Legend: 3.26-4.00 Strongly Agree (SA) 1.76-2.50 Disagree (D)
2.51- 3.25 Agree (A) 1.00-1.75 Strongly Disagree (SD)

According to the respondents, internet connection has been the most important

element in order to facilitate flexible learning effectively. With stable internet connection,

work motivation of the faculty will be maintained and improved in order to facilitate

synchronous flexible learning effectively.

 46

As stated in the study of Sana et al. (2020) “Synchronous Vis-a-Vis

Asynchronous Learning: A Blended Approach” that availability of resources at home

such as stable internet connection, books, gadgets, etc. are essential in order to facilitate

synchronous flexible learning, since stability of internet connection maintains the

clearness of the connection between educators and students. Therefore, most of the

educators subjected in the study think that internet connection increases their work

motivation, since it maintains the integrity of synchronous flexible learning. teachers use

online materials to prepare lessons, and students use them to extend their range of

learning. Internet access opens doorways to a wealth of information, knowledge, and

educational resources.

According to the respondents, they believe that providing alternative instructional

materials like pre-recorded video tutorials and online links are for those students who are

not able to grasp the lesson easily and need further guidance and assistance for improved

learning. Educators were least motivated to facilitate alternative instructional materials,

instead they preferred an effective and efficient teaching strategies for the students,

because according to them, they preferred effective and efficient teaching strategies for

the students to asses carefully if the learners absorb the important lesson and knowledge

from the video discussion provided by the teacher. Seeing the students actively

participating in class and giving immediate feedback during synchronous discussion is

one of their reasons why they become more motivated in flexible learning.

It is supported by study of Hrastinski (2022) “Asynchronous and synchronous e-

learning” that utilizing alternative teaching and learning platforms are the least activities

that educators does not want to apply when facilitating synchronous flexible learning.
 47

Some educators do want to provide an efficient and effective way to teaching and expect

a greater learning outcome.

Work Motivation During Asynchronous Flexible Learning. Table 5 illustrates the

respondents’ work motivation during asynchronous flexible learning which has an

average weighted mean of 3.77 interpreted as Strongly Agree. I am motivated to discuss

extensively when there are sufficient available learning materials used by the students

and motivated when students are able to send or ask for clarifications regarding a

lecture/topic with the same highest weighted mean of 3.80 interpreted as Strongly Agree.

And the lowest, I am motivated to facilitate lectures when students are able to respond

consistently in class with a lowest weighted mean of 3.73 interpreted as Strongly Agree.

Table 5
Work Motivation During Asynchronous Flexible Learning
Indicators WM Interpretation
I am motivated to discuss extensively when there are
sufficient available learning materials used by the students. 3.80 SA

I am motivated when students are able to send or ask for 3.75 SA

clarifications regarding a lecture/topic.

I am motivated to maximize my time when students are 3.75 SA

able to follow the class lecture given.

I am motivated to facilitate lectures when students are able 3.73 SA

to respond consistently in class.

I am motivated to improve my teaching performance 3.80 SA

when students are able to meet my expectations.

Average Weighted Mean 3.77 SA

Legend: 3.26-4.00 Strongly Agree (SA) 1.76-2.50 Disagree (D)
2.51- 3.25 Agree (A) 1.00-1.75 Strongly Disagree (SD)

According to the respondents, the faculties were highly motivated during

asynchronous flexible learning when faculty have adequate learning and teaching

materials upon entering in class and able to meet their learning expectations. The faculty
 48

members think that active participation of a class will help to increase educators’

momentum when teaching, as well as having an adequate resource for teaching and

learning.

Additionally, according to the study of Biech (2020) “Online Asynchronous

Learning”, it was emphasized that active listening of the students boost work motivation

of educators, especially when facilitating during asynchronous flexible learning. This

study also noted that adequate teaching materials and learning engagement of the students

during asynchronous flexible learning is the most important element in order to achieve

the effectiveness of asynchronous flexible learning. Therefore, students’ participation has

been the most important criteria in order to enhance work motivation of faculty during

asynchronous flexible learning.

On the other hand, according to the respondents they are motivated when

the students are done on time, or they are always active when it comes to use of google

classroom where all of the materials and activities for offline learning are placed.

According to the result of our survey, faculties are least motivated to facilitate lectures

when students are not able to respond consistently in class during asynchronous flexible

learning because it is lack of real time interaction, immediate feedback and personal

touch with the students. Teacher may simply use Google classroom where all of the

materials and activities for offline learning are placed and uploaded however, there are

some instances that students are just copying their answers from google and submitting

their activities late.

 49

According to the study of Adhikary (2018) “Asynchronous Learning”, teaching

performance that does not meet expected learning outcomes affects the motivation of the

educators when facilitating asynchronous flexible learning.

Problems Encountered in Facilitating Synchronous and Asynchronous Flexible

Learning

Problems encountered by faculty members in facilitating synchronous and

asynchronous flexible learning are presented in tables 6 and 7.

Problems Encountered During Synchronous Flexible Learning. Table 6 illustrates

the problems encountered by instructors in teaching during synchronous flexible learning

with an average weighted mean of 2.85 interpreted as Agree. Sudden power interruption

or loss of internet connection ranked the highest with a weighted mean of 3.25. And the

lowest, conflict on schedule ranked as fifth with weighted mean score of 2.28 interpreted

as Disagree.

Table 6
Problems Encountered During Synchronous Flexible Learning
Indicators WM Interpretation
Poor participation of students in class. 3.08 A

Conflict on schedule 2.28 D

Inadequate teaching and instructional materials such

as desktop, computer, laptop, electronic modules, etc. 2.55 A

Sudden power interruption or loss of internet connection. 3.25 SA

Unable to concentrate due to external noise. 3.07 A

Average Weighted Mean 2.85 A

Legend: 3.26 -4.00 Strongly Agree (SA) 1.76-2.50 Disagree (D)
2.51- 3.25 Agree (A) 1.00-1.75 Strongly Disagree (SD)

According to the respondents, sudden power interruption & internet connection,

have been the problems faced by the faculty when teaching via synchronous flexible
 50

learning. In implementing flexible learning internet and power is the most important to

prevent alteration in online classes. Because it can cause problems and delay of teaching

and learning process for both faculty and students.

According to the study of Muilenburg, & Berge (2020), “Student barriers to

online learning: A factor analytic study” that internet connection and power interruption

has been the problem that delays the teaching and learning process. Hill (2020) “Flexible

learning environments: Leveraging the affordances of flexible delivery and flexible

learning” mentioned that student’s participation as well as distractions has been one of

the problems of educators when facilitating synchronous flexible learning. It has been

emphasized the effects of poor student’s participation while in class, which buffers the

teaching-learning process, and tends to disrupt the integrity of the lesson plan created.

Therefore, student involvement in class will help in preventing delay in the teaching-

learning process when using synchronous flexible learning.

According to the respondents they think that conflicts on schedules are their least

problem experience. Since not all the time they experienced conflict on their schedule

because their schedules are already set and they can manage their time and priorities

effectively. However, according to them everyone faces schedule conflicts at work at

some point. They may be caused by tight deadlines or an error in schedule plans.

Regardless of the it occurs, a work schedule conflict is not really the problem of our

respondents due to the fact that they are flexible and organized with their synchronous

flexible schedule. On the other hand, according to the study of Hill (2020) “Flexible

learning environments: Leveraging the affordances of flexible delivery and flexible

learning” have mentioned that alteration in work schedule does not affect the teaching
 51

and learning process all the time, it is very unusual that the conflict of schedule is

consistent.

Problems Encountered During Asynchronous Flexible Learning. Table 8

illustrates the problems encountered by the faculty during asynchronous flexible learning

with an average weighted mean of 3.14 interpreted as Agree. Late submission of the

students ranked the highest with a weighted mean of 3.30 interpreted as Strongly Agree.

Monitoring of flexible delivery instruction ranked the lowest with a weighted mean of

2.90 interpreted as Agree.

Table 7
Problems Encountered to Asynchronous Flexible Learning

Indicators WM Interpretation
Late submission of the students 3.30 SA

Overwhelming tasks and workloads. 3.25 SA

Insufficient time for assessment and monitoring of 3.17 A

students’ progress.

Simultaneously submission of reports of occurrence of 3.07 A

meetings.

Monitoring of flexible delivery instruction. 2.90 A

Average Weighted Mean 3.14 A

Legend: 3.26-4.00 Strongly Agree (SA) 1.76-2.50 Disagree (D)
2.51- 3.25 Agree (A) 1.00-1.75 Strongly Disagree (SD)

According to the respondents, they say that late submission of the students.

Instructors recognized that there was a great problem regarding the submission of outputs

by students during asynchronous classes due to different reasons like lack of internet

connections, lack of concentration and interest by the students to finish school works on

time, etc. and these factors affect the faculty’s work motivation.
 52

The study of Eutis and McMillan (2020) “Libraries Address the Challenges Of

Asynchronous Learning”, states that late submission of the students’ activities/projects

buffers the work process of the educators, especially when facilitating asynchronous

flexible learning. It has been the problems faced by the educators, the noncompliance of

the students and inconsistency of the students in passing on their school work on time,

which contributes to the challenges in maintaining work motivation of the educators

during asynchronous flexible learning.

According to the respondents, they do not have great difficulties regarding this

factor since they are able to deliver and monitor instructions during flexible learning with

whatever mode they utilize.

According to the study of Sithole and Akpinar (2020) “Transition from classroom

to Blended Online Asynchronous Learning” mentioned that monitoring of the flexible

delivery instruction has been the least problem, but still need to emphasize in order to

create a good assessment and evaluation of academic performance of the students.

According to the study of Sithole and Akpinar (2020) “Transition from classroom to

Blended Online Asynchronous Learning” mentioned that monitoring of the flexible

delivery instruction has been the least problem, but still need to emphasize in order to

create a good assessment and evaluation of academic performance of the students. The

institution support in terms of providing it infrastructure and comprehensive faculty

development program is apremise to its success in implementation of flexible learning.

Faculty consultation plays arole to help and assist failure-prone students with low

optimism. The guidelines should be able to design measures for motivation treatments to

enhance goal engagement that can improve outcomes of monitoring.

 53

Proposed Action Plan to Enhance Work Motivation of CNSC Faculty During

Flexible Learning

This study proposed an action plan in order to address the presenting problems

found by this study after review of the results was done by the researcher. The study will

propose an action plan in order to enhance the work motivation of the CNSC faculty

during flexible learning as presented below.

Table 8

Proposed action plan to enhance work motivation of faculty

Problems Actions Activities Objectives Person Involved Expected
Encountered Outcomes
Synchronous
Flexible Learning
Late submission Encouraging strict To enhance the Faculty in CNSC To improve time
of the students. employment of mobilization of management of
deadline of assessment and the faculty in
passing activities. evaluation of the handling
Providing faculty. pressure/work
incentives to early load.
passers and
consequences
such as deduction
to late passers.
Asynchronous
Flexible Learning
Sudden power Provide To keep the Department Head Motivated faculty
interruption or emergency power faculty motivated in CNSC in facilitating
loss of internet generator to avoid to teach without CNSC Supply flexible learning.
connection. class interruption. any possible Office
Provide a strong causes of Security personnel
internet interruption with
connection for their ongoing
faculty use only. class.
 57

CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

A brief discussion of the summary of the current study was presented in this

chapter, together with the conclusions and recommendations.

Summary

This study explores work motivation of CNSC faculty during flexible learning.

The scope of this study is to assess the profile of CNSC faculty; determines the work

motivation of the CNSC faculty during flexible learning; and identifies the common

problems encountered by CNSC faculties during flexible learning. This study was limited

on how many respondents will be subjected to this study. This study used stratified and

quota sampling which will cover thirty (30) permanent faculty from College of Business

and Public Administration, College of Arts and Sciences, College of Engineering, and

Institute of Computer Studies. The data taken using a questionnaire adapted from a legal

basis or the IRR of CNSC.

1. The summary of the statements was discussed sequentially.

1.1 Profile. The years of experience of the respondents showed that majority of

the respondents are those who have 10 to 20 years of teaching with a frequency of

20 or 67 percent of the total number. On the other hand, those who have above 7-

9 years of teaching is the lowest with a frequency of 2 or 6 percent of the total

number of respondents, respectively.

 57

1.2 The category of the respondents which showed that most of the respondents

are Instructor I with a frequency of 7 or 24 % of the total number of respondents

while the lowest number of respondents are those who are Associate Professor 1,

and Associate Professor 4 and 5 with a frequency of 1 or 3% of the total number

respectively.

1.3 The college department showed that most of the respondents are from CBPA

with a frequency of 9 or 30 % of the total number of respondents while the lowest

numbers of respondents are from CAS with a frequency of 5 or 16% of the total

number respectively.

2. Work Motivation

2.1 Synchronous. The results showed the highest weighted mean score is 3.87 or

the faculties strongly agree that they were motivated to teach in my online class

when the internet connection is stable. The lowest weighted mean score is 3.76 or

the faculties strongly agree that they were motivated to provide alternative

instructional materials like pre-recorded video tutorials and online links for

additional references to give students further means of learning. Therefore, the

result showed that most of the faculties strongly agree that they were motivated to

facilitate synchronous flexible learning.

2.2 Asynchronous. The results showed that the highest weighted mean score is

3.80 or the faculty strongly agreed that they were motivated to discuss

extensively when there are sufficient available learning materials used by the

students and motivated when students are able to send or ask for clarifications
 57

regarding a lecture/topic. The lowest scored weighted mean is 3.73 or the faculty

members strongly agree that they were motivated when students were able to ask

or send clarification regarding the lecture/topic. Therefore, the result showed that

most of the faculties strongly agree that they were motivated to facilitate lectures

when students are able to respond consistently in class.

3. Problems Encountered

3.1 Synchronous. The results showed the highest weighted mean score is 3.25 or

the faculties strongly agree that sudden power interruption or loss of internet

connection when teaching during synchronous flexible learning. The lowest score

is 2.28 or the faculty disagree that conflict on schedule has been their problems

faced when implementing synchronous flexible learning.

3.2 Asynchronous. The results showed that the highest weighted mean score is

3.30 or the faculty agrees that late submission of the students affects the

motivation of the faculty in completing their monthly deeds during synchronous

flexible learning. The lowest score is 2.90 or the faculty disagree that monitoring

of flexible delivery instruction has been their problems faced, especially when

they were completing the requirements in passing grades to the portal during

asynchronous flexible learning.

Conclusions:

1. Most of the CNSC faculty have 10 to 20 years of teaching experience, permanent,

instructor 1, and were faculty from the four (4) college departments.
 57

2. Majority of the faculty in CNSC are considered highly motivated to teach during

flexible learning.

3. Power interruption and loss of internet connection in the faculty’s teaching during

synchronous learning while late submission of outputs by the students during

asynchronous learning was the greatest problems encountered by the CNSC faculty

during flexible learning.

Recommendations:

1. The school administration may encourage and provide support for faculty members

who have Instructor 1 status to undergo masteral/doctorate studies and other relevant

requirements for further promotion

2. Continuous assurance of adequate and appropriate teaching materials, teaching

environment, and teaching motivation for stable level of teaching motivation among

faculty members.

3. Constant provision of stable Internet connection and continually assuring students’

learning ability may be enacted to ensure that the CNSC faculties are always highly

motivated in their work during flexible learning. Instructors may also create strict

guidelines regarding submission of outputs so that students may be encouraged to finish

and submit all their class works on time.

4. Future researchers may conduct studies regarding the comparison in efficacy between

flexible and face to face learning to know whether which among the two platforms of

teaching produces better academic performance and higher teaching efficiency.

 57

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