MOTIVATONAL FACTORS AS PREDICTORS OF TEACHERS’ JOB PERFORMANCE IN COLLEGES OF EDUCATION AT NORTHERN PROVINCES: A PROPOSED ENHANCEMENT PROGRAM

MOTIVATONAL FACTORS AS PREDICTORS OF TEACHERS’ JOB
PERFORMANCE IN COLLEGES OF EDUCATION
AT NORTHERN PROVINCES: A PROPOSED
ENHANCEMENT PROGRAM
A Dissertation Presented to
the Faculty of the Graduate School
Southern Luzon State University, Lucban, Quezon, Philippines
in Collaboration with Thai Nguyen University
Socialist Republic of Vietnam
In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Philosophy in Educational Management
HOANG VAN THANH - (FRANK)
April 2014
APPROVAL SHEET
In partial fulfillment of the requirements for the degree Doctor of
philosophy in Educational Management, this research entitled “
Motivational
Factors as Predictors of Teachers’ Job Performance In Colleges Of Education
At Northern Provinces: A Proposed Enhancement Program”
has been
submitted by Hoang Van Thanh - Frank, and is hereby recommended for oral
examination.
DR. RICARYL CATHERINE P. CRUZ
Research Adviser
Approved by the Oral Examination Committee, in partial fulfillment of the
requirements for the degree Doctor of Philosophy in Educational Management
offered by Southern Luzon State University, Republic of the Philippines in
collaboration with Thai Nguyen University, Socialist Republic of Vietnam.
DR. ……………………
Member

DR………………………….
Member
DR…………………………
Member
DR. ………………………
Member
DR. ………………………… SUSANA A. SALVACION, Ph.D.
Chairman Dean, Graduate School
Accepted in partial fulfillment of the requirements for the degree Doctor of
Philosophy in Educational Management offered by Southern Luzon State
University, Republic of the Philippines in collaboration with Thai Nguyen
University, Socialist Republic of Vietnam.
__________________________ WALBERTO A. MACARAAN, Ed .D
Date Vice President, Academic Affairs
.
iii
ACKNOWLEDGEMENT
Sincerest and profound gratitude and appreciation are extended to all the
persons who in their own special ways have made this dissertation a reality.
The author is most grateful to:
Hon. Dr. Cecilia N. Gascon, President of Southern Luzon State
University, Republic of the Philippines, for her invaluable contribution in
establishment of the Doctor of Philosophy in Educational Management program in
Thai Nguyen University;
Prof. Dr. Dang Kim Vui, President of Thai Nguyen University, the
Socialist Republic of Vietnam for his incomparable contribution and support to the
Doctor of Philosophy in Educational Management program in Cooperation with
the Southern Luzon State University, the Socialist Republic of the Philippines;
Dr. Walberto A. Macaraan, Vice president, Academic Affairs for his
support to the tie – up program between SLSU and TNU;

Dr. Susana A. Salvacion, Dean, Graduate School for her support to the tie
– up program between SLSU and TNU;
Prof. Dr. Tran Van Dien, Rector of Thai Nguyen University of
Agriculture and Forestry for his invaluable assistance in the establishment of the
Doctor of Philosophy in Educational Management program in cooperation with the
Southern Luzon State University, Philippines;
Dr. Nguyen Tuan Anh, Former Director of the International Training
Center, Thai Nguyen University for his precious and wholehearted assistance and
encouragements in the establishment of the Doctor of Philosophy in Educational
Management program in cooperation with the Southern Luzon State University,
Philippines;
iv
Dr. Dang Xuan Binh, Director of the International Training Center, Thai
Nguyen University for his precious, invaluable assistance and his sincere
encouragement and support to the students of this institution.
The Panel of Examiners,
Dr. …………………
Prof. …………………………………
for their invaluable comments,
suggestions and recommendations to enhance the thesis manuscript of the author of
this study;
Dr. Ricaryl Catherine P. Cruz for her adviser, dedication, enduring
patience and concern, guidance, sincere hopes and encouragement for the
researcher to finish the manuscript;
Dr. Teresita V. De La Cruz and Dr. Apolonia.A.Espinosa professors of
method of research and advanced statistics for their patience and support;
The visiting Professors including
Dr.Arivalan, Dr. Balakrishnan, Dr.
Lee Kar Ling, Dr. W.Johnson
and other professors for their lectures;

The Rectors of Ha Giang, Tuyen Quang, Bac Kan, Cao Bang, Yen Bai
Teachers’ Training College, for the approval of the researcher’s request to conduct
the study;
The Learning Resource Center of Thai Nguyen University, for the valuable
sources of books and references;
The authors and researchers of books and unpublished graduate theses and
dissertations that served as reliable source of data and information;
The teachers – respondents of the study, for their active involvement,
without their cooperation, the result of this dissertation could not have been
possible;
v
His loving classmates and colleagues, for the endless support and
friendship which inspire the researcher to put his best in finishing the study;
His wife, son and parents, for their encouragement, financial, moral and
spiritual supports for continuously believing that he can finish the task to the best
of his abilities.
To you all, THANK YOU VERY MUCH!
HVT
DEDICATION
This dissertation is dedicated to his parents, his wife and his son. He
appreciates their everlasting love, patience, encouragement and support.
My beloved father HOANG DINH NOI
My beloved mother HOANG THI DE
My beloved father in law DUONG TIEN SOA
My beloved mother in law HO THI MY HANH
Especially my beloved wife DUONG THI THU HA
And my son HOANG TUAN DAT
HVT
TABLE OF CONTENTS
TITLE PAGE

APPROVAL SHEET

ACKNOWLEDGMENT

DEDICATION…………………
TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

ABSTRACT

Chapter I. INTRODUCTIOIN
Background of the Study

Objectives of the Study

Hypothesis

Significance of the Study

Scope and Limitation of the Study

Definition of Terms

Chapter II. REVIEW OF LITERATURE AND STUDIES
Related
Literature and Studies…………………………………………
Research Paradigm

Chapter III. RESEARCH METHODOLOGY
Locale of the Study

Research Design

Population and Sampling

Instrumentation

Validation of the Instrument

Data Gathering Procedures

Statistical Treatment

Chapter IV. RESULTS AND DISSCUSSIONS

Chapter V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary

Findings

Conclusions

Recommendations

BIBLIOGRAPHY……………………………………………………
APPENDICES………………………………………………………….
CURRICULUM VITAE

page
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LIST OF TABLES
Table Page
1
1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
2.4
2.5
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
Frequency and Percentage Distribution of the Respondents………….
Frequency and Percentage Distribution of Respondents According to
Age……………………………………………………………………
Frequency and Percentage Distribution of Respondents According to

Gender………………………………………………………………….
Frequency and Percentage Distribution of Respondents According to
Professional qualification………………………………………………
Frequency and Percentage Distribution of Respondents by Number of
Years Spent in Schools…………………………………………………
Frequency and Percentage Distribution of Respondents According to
Monthly Income………………………………………………………
Mean Distribution of the Responses According to Physiological
Needs…………………………………………………………………
Mean Distribution of the Responses According to Safety and Security
Needs …………………………………………………………………
Mean Distribution of the Responses According to Love and
belongingness needs …………………………………………………
Mean Distribution of the Responses According to Esteem Needs……
Mean Distribution of the Responses According to Self-actualization
Needs …………………………………………………………………
Mean and Chi-Square Values as to Physiological needs in term of
Age……………………………………………………………………
Mean and Chi-Square Values as to Physiological needs in term of
Gender………………………………………………………………….
Mean and Chi-Square Values as to Physiological needs in term of
Educational qualification ……………………………………
Mean and Chi-Square Values as to Physiological needs in term of
Length of experience…………………………………………………
Mean and Chi-Square Values as to Physiological needs in terms of
Monthly Income………………………………………………………
38
43
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44

45
45
46
48
50
52
54
56
58
59
60
63
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
3.4.1
3.4.2
3.4.3
3.4.4
3.4.5
3.5.1
Mean and Chi-Square Values as to Safety and Security needs in terms
of Age………………………………………………………………….

Mean and Chi-Square Values as to Safety and Security needs in terms
of Gender………………………………………………………………
Mean and Chi-Square Values as to Safety and Security Needs in terms
of Educational Qualification…………………………………………
Mean and Chi-Square Values as to Safety and Security Needs in terms
Of Length Of Experience………………………………………………
Mean and Chi-Square Values as to Safety and Security Needs in terms
of Monthly Income……………………………………
Mean and Chi-Square Values as to Love & Belongingness Needs in
Terms of Age…………………………………………………
Mean and Chi-Square Values as to Love & Belongingness Needs in
Terms of Gender………………………………………………………
Mean and Chi-Square Values as to Love & Belongingness Needs In
Terms of Educational Qualification …………………………………
Mean and Chi-Square Values as to Love & Belongingness Needs In
Terms of Length Of Experience………………………………………
Mean and Chi-Square Values as to Love & Belongingness Needs in
Terms of Monthly Income……………………………………………
Mean and Chi-Square Values as to Esteem needs in Terms of
Age……………………………………………………………………
Mean and Chi-Square Values as to Esteem needs in Terms of
Gender………………………………………………………………….
Mean And Chi-Square Values as to Esteem Needs
in Terms Of Educational Qualification ………………………………
Mean And Chi-Square Values as to Esteem Needs In Terms of Length
of Experience…………………………………………………………
Mean and Chi-Square Values as to Esteem Needs in Terms of
Monthly Income……………………………………………………….
Mean and Chi-Square Values as to Self Actualization Needs in Terms
of Age………………………………………………………………….

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3.5.2
3.5.3
3.5.4
3.5.5
4.1
4.2
5.1
Mean and Chi-Square Values as to Self Actualization Needs in Terms
of Gender……………………………………………………………….
Mean And Chi-Square Values as to Self Actualization Needs In Terms
of Educational Qualification …………………………………………
Mean And Chi-Square Values as to Self Actualization Needs in Terms
of Length of Experience……………………………
Mean and Chi-Square Values as to Self Actualization Needs in Terms

of Monthly Income……………………………………………………
Mean of the Responses of the Respondents in Terms of Teaching
Performance…………………………………………………………….
Mean Distribution of the Responses of the Respondents
in Terms of Professional Responsibilities……………………………
Regression Analysis of the Motivational Factors and Teachers’ Job
Performance…………………………………………………………….
95
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101
103
104
106
LIST OF FIGURES
Figure Page

1
2
3
4
5
6
7
Maslow’s Hierarchy of Needs Theory of Motivation………………
Research Paradigm: Motivational Factors and Teachers’ Job Performance
Location of Respondents College in Ha Giang Province .………….
Location of Respondents College in Tuyen Quang Province………
Location of Respondents College in Yen Bai province …… ……
Location of Respondents College in Cao Bang Province ………….

Location of Respondents College in Bac Kan Province ……………
12
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34
35
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LIST OF APPENDICES
Appendix Page
A
B
C
D
E
Communication Letters………………………………………………….
Profile of Respondents……………………………………………….……
Independent variable: Motivational Factors……………………………
Dependent variable: Teachers’ Job Performance………………………
Schedule of Computations……………………………………………….
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Title :
MOTIVATIONAL FACTORS AS PREDICTORS OF
TEACHERS’ JOB PERFORMANCE IN COLLEGES OF
EDUCATION AT NORTHERN PROVINCES. A
PROPOSED ENHANCEMENT PROGRAM

Researcher: :
HOANG VAN THANH – (FRANK)
Degree : Doctor of Philosophy in Educational Management
Nam
e
/ Address of
the Institution
Southern Luzon State
University
Graduate School
Lucban, Quezon
Date Completed : April 2014
Adviser :
DR. RICARYL CATHERINE P. CRUZ
ABSTRACT
The primary intent of this study was to investigate which motivational
factors predict the teachers’ job performance in the colleges of education at
Northern provinces of Vietnam, school year 2013 – 2014. Specifically, it sought to
determine the level of motivational factors of the respondents as to physiological,
safety and security, love & belongingness, self-esteem and self-actualization needs;
to find out the level of job performance of the teachers in colleges of education at
Northern provinces of Vietnam; and the development of program as result of the
study. This study used the descriptive design in analyzing the investigated
variables. Measurement of the motivational factors and teachers’ job performance
were limited to the used of questionnaires. The questionnaire was used as the
major data-gathering instrument, and the unstructured interview was done to cross
check the responses of the respondents. There were 250 teachers used as
respondents in this study. Frequencies, weighted mean, chi-square test and
multiple regression analysis were used in the study to analyze the data. Another,
the physiological, safety, love & belongingness, esteem and self-actualization

needs of teachers in colleges of education at Northern provinces of Vietnam meet
the basic needs but very low. The teachers’ job performance in this region does not
get high efficiency. The motivational factors: physiological, love & belongingness,
esteem, self-actualization needs and the demographic characteristics in term of age
and gender of teachers are the significant predictors of teachers’ job performance.
However, Safety needs, educational qualification, length of experience and
monthly income does not does not predict teachers’ job performance in Colleges of
education at Northern provinces of Vietnam, hence a need to enhance the weak
areas in the selected schools. It is therefore recommended that the principals and
the administrators as well must intensify their concerted efforts to further enrich
and supply teachers’ needs so as to encourage them bring positive and highest
enthusiastic attitude towards teaching activities. Finally, to propose some
suggestions program that could further enhance teachers’ motivation and job
performance. They may adapt the proposed enhancement program by the
researcher.
Chapter I
INTRODUCTION
Teachers’ job performance is a key determinant of the quality of education
and this is very true particularly in education schools, where students are learning
to be teachers in the future, who will transform their knowledge to the next
generation. However, in practice, some teachers in the colleges of education in
Vietnam generally and in Northern provinces in particularly have not performed
well which can be attributed to some factors. Therefore, the study wants to find out
how motivational factors influence the teacher’s job performance with the view of
recommending how their job performance can be improved.
UNESCO (2002) cited that an effective teacher development design should
have an exhaustive measure of these factors so as to foster necessary skills and
attitudes amongst prospective teachers. The exclusive weighed age to knowledge
alone should be dispensed in favour of more activity oriented programs which have
direct bearing on actual classroom situation.

To develop teachers’ job performance, educational managers have to pay
attention to the needs of the teachers, to help teachers more engaged with work.
This is the meter of the important measures to help improve the productivity,
quality, efficiency of all teaching and learning activities in each organization. So,
teacher’s job performance has become an important issue given their responsibility
to impart knowledge and skills to learners. It is argued that satisfied teachers are
generally more productive and can influence students’ achievement.
The behavior of teachers can be changed through motivation in any
organization. From situation to situation, the level of motivation differs with in an
individual. Motivation also takes part in an important role for teachers because it
2
helps to achieve the target in an efficient way. Teacher motivation is very
important because it improves the skills and knowledge of teachers because it
directly influences the student’s achievement. If in schools, the teachers do not
have sufficient motivation then they are less competent which directly influence
the students and the education system.
Teacher is the most important factor of the teaching-learning process. The
schools most important influence is the teacher. He sets the tone of the classroom
and establishes the mood of the group. He is the authority figure providing direction
for behavior. He is a model and is consciously imitated. Good teachers are
essential for the effective functioning of education system and for improving the
quality of learning process. Job satisfaction enables teachers to put their best to do
the assigned work. The maintenance of high satisfaction and morale has long been
an important objective for educators. However, recent reports in educational
journals and in the popular press about teachers’ stress and burnout indicate that
teachers’ job satisfaction and morale merit has increased attention. It influence on
teachers’ job performance.
Teachers develop performance style characteristics to their ways of relating
to the world, perceptually as well as cognitively. A person is, therefore, likely to
act in a way that maximizes the use of his aptitudes. Similarly, teacher’s positive

attitude towards teaching and higher aspiration level determines his positive
perception of the environments.
Taking teachers’ job performance and all the motivational factors and as a
whole, teachers’ job performance can be best viewed in a clearer and more
thorough perspective. In effect, predicting the teachers’ job performance in the
locality of this study makes this research even more imperative.
3
Background of the Study
Teacher’s importance in modern era has acquired new dimensions. They
not only have to impart subject matter to the pupil but also help him in developing
his innate abilities and talents. If one is committed to bring about really a
productive change, to raise the standards of education, it is imperative to recruit
teachers who are not only proficient in the subject matter, but also have a positive
attitude towards education and the learners.
The success of any educational system depends upon good teachers. No
one can replace the teachers with any other type of instructional material . It has
been well said that the teachers of a school are always batter than the system of
education, teacher is the basic factor for its success. A teacher is more than what is
commonly talked about. His duties as a professional have many dimensions. He
helps students to learn things.
Vietnam has a tradition of respecting teachers. In the feudalistic society, the
teachers were ordered after King, but before the parents: “King – Teacher –
Parents”. This tradition has remained nowadays in Vietnam Teacher Celebration
Day is held on November 20th every year. The government pays much attention to
teachers and has promulgated different policies to improve the teachers’
conditions. The teacher’s rights and responsibilities are defined in the Education
Law, General School Charter and Higher Education Act. Under article 26 of the
College Charter, there are requirements of the student selection for the teacher
profession: College has priorities in keeping students, who graduated bachelor,
master and PhD with good marks, who have good ethical qualities, practical

experiences and have a desire of becoming teachers to continue to educate them to
become lecturers at the colleges. The government has released different policies
4
for teacher salary, for waiving tuition fees for students who learn at pedagogical
colleges and universities, and to invest in the professional development of teachers
and educational managers (Central Organization of the Communist Party of
Vietnam (15/6/2004).
Nevertheless, the schools are provided with modern technology to facilitate
in learning and boost the interests of the students.
However, there still are many difficulties and obstacles for teacher
recruitment, training and daily work in Vietnam that lead to teachers leaving their
job or unsatisfactory feeling with their teaching job.
For many years, it is has been that generally the teachers of the colleges of
education in Northern Province of Vietnam are not well motivated in teaching
which means that the quality of education is just moderate. The main factors may
be alleviated to the quality of teaching and learning: hence the teacher performance
has been the variable.
Based on the situation above, the researcher decided to conduct a study on
motivational factors as predictor of teachers’ job performance in the colleges of
education at Northern provinces of Vietnam.
Objectives of the study
The main purpose of this study is to establish the relationship between the
motivational factors and the teachers’ job performance in the colleges of education
in Northern provinces of Vietnam, school year 2013 – 2014.
Specifically, it sought answers to the following requirements;
1. Determine the demographic characteristic of the respondents in term of
1.1 Age
1.2 Gender
1.3. Educational qualification
5

1.4 Length of experience
1.5 Monthly income
2. Determine the level of motivational factors of the respondents as to.
2.1 Physiological
2.2 Safety and Security
2.3 Love and belongingness
2.4 Self – Esteem
2.5 Self – actualization
3. Reveal the level of motivation and significant difference of the
respondents when they are grouped according to demographic characteristics.
4. Find out the job performance of the respondents in terms of:
4.1 Teaching performance
4.2 Professional responsibilities
5. Identify which of the demographic characteristics and motivational
factors predict teachers’ job performance.
6. Propose an enhancement program based from the result of the study.
Hypothesis
The study is guided with alternative hypothesis below:
Demographic characteristics and motivational factors predict the teachers’
job performance in colleges of education at Northern provinces of Vietnam.
Significance of the Study
6
This study has attempted to know the relation of the motivational factors
with teachers’ job performance in the colleges of education in Northern provinces,
Vietnam with the following significance:
Administrators. It is hoped that the study may contribute in giving a new
dimension in the administration and supervision of colleges. The study could be of
help to the education administrators and managers in colleges of education in
particular and Universities in general and other education stakeholders to identify
different motivational factors that are responsible for their worker’s performance,

how to maintain and or improve upon such factors
Teachers. The outcome of the study is of great help to teachers because
they will be received the concern of the educational managers and whole society
that would affect changes and improvements of teaching performance at schools.
The researcher may contribute to a new avenue in her search for better ways to
improve oneself and her work environment. In this way, it would ultimately lead to
a better quality performance in the teaching force.
Students. They will be benefited by this study since they are the main
concerns of educators and any wholesome environment and relationship could
create positive effect on the teaching and learning process. The researcher hopes
that the results and findings of the study will bring understanding and harmonious
relationship among members of the school systems.
Future Researchers. This study could provide references for future
proponents who wish to venture a study similar to the nature of this ongoing
research. Thus, basic tenets on teachers’ performance and motivational factors on
instructional variables could serve as resources for other studies.
Scope and Limitations
7
The primary intent of the study was to further investigate and focus on the
teachers as respondents. In content, the study was focused on how the motivational
factors affect the teachers’ job performance in colleges of education at Northern
provinces. Precisely, physiological needs ,safety needs, esteem needs, love &
belongingness needs and self-actualization needs were studied. The teachers’ job
performance meanwhile was looked after in terms of how best the teachers
perform their tasks in teaching, marking students’ work and engaging in co-
curricular activities.
A descriptive research design was used to relate the motivational factors to
the teacher performance. A sample of the teachers participated in the study by
answering the questionnaire and took part in the interviews. Data were collected by
the researcher and used the SPSS (the Statistical Package for Social Science),

analyzed and interpreted using the frequencies and percentages to show the
distribution of teachers in the different items. The time frame of the study was
covering the period of the school year 2013 – 2014.
Definition of Terms
For the clarity and better understanding of the study, the following
terminologies are defined both conceptually and operationally.
Enhancement Program in this study it referred to a program which formed by the
researcher in order to improve the teachers’ job performance and
motivational factors.
Love & Belongingness is the need of teachers to be a part or member of a group,
whether it is college, friends, career, or sports affiliations.
8
Motivational factors in this study referred to physiological, safety and security,
love & belonging, self esteem and self actualization needs of teachers in
Northern Province of Vietnam.
Physiological needs are the foundation of needs and include survival needs such
as the need for sleep, food, air, and reproduction.
Predictors are the motivational factors of teachers that can be used to predict the
value of teachers’ job performance in the study.
Safety and security needs is needs of teachers refer to the need for security and
protection, is the need to feel safe, to feel assured that they know what is
going to happen, to know ahead of time what the plans are.
Self-actualization needs - realizing teachers’ personal potential, self-fulfillment,
seeking personal growth and peak experiences.
Self esteem needs is the need of teachers refer to the need for respect, self-esteem,
and self-confidence.
Teachers Job Performance is referred the efficiency of teachers in teaching job,
and the teacher's contribution in a given year.
Teaching performance is Teacher performance in the classroom is the lifeblood
of the educational enterprise. Teachers weave a combination of their

knowledge, skills and abilities into specific performance competencies that
become drivers of student learning and achievement.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the conceptual/ theoretical framework which bear
significance and similarities in this study. This also includes the paradigm of the
study that could help the readers to fully understand the context of the study.
Motivational factors
Dornyei and Ushioda (2011) cited that motivation is relevant to
education as it relates to teachers perform. Motivation can be defined as the
dynamically changing cumulative arousal in a person that initiates, directs,
coordinates, amplifies, terminates, and evaluates the cognitive and motor processes
whereby initial wishes and desires are selected, prioritized, operationalized and
(successfully or unsuccessfully) acted out. This means that motivation is the drive
in a person to succeed at a particular event and how they decide to go about
achieving a particular goal. This could have relevance to education as teaching
practitioners need to know how to motivate teachers. Motivation is usually seen as
being either intrinsic or extrinsic. Intrinsic is where a person is motivated by their
individual needs and desires and receive a reward for this; which could be as
simple as receiving pleasure from the satisfaction of completing something or the
joy of participating in the activity. Extrinsic factors can be imposed upon
individuals as they will receive a reward if they behave in a manner that they are
required to or punished if they do not. Examples of this in an educational setting
which includes include rewards such as stickers on a sticker chart; and
punishments such as having to miss out on taking part in an activity.
10
In this study, performance of teachers has been perceived as an
outcome of motivation. The researcher thus invoked Maslow’s Hierarchy of Needs
Theory of Motivation to underpin the study. The theory stipulates that human
beings are motivated by unsatisfied needs to perform work and further elaborates

that human needs are in the form of a hierarchy, ascending from the lowest to the
highest, and that when one set of need is satisfied, it ceases to be a motivator. The
basic needs of motivation according to Maslow’s theory are, physiological, safety,
social, esteem ending with self actualization needs
. Each of the motivational
factors in the Maslow’s theory contains sub-elements among which are air, water,
nourishment, sleep, living in a safe area, medical insurance, job security, financial
reserves, need for friends, need for belonging, need to give and receive love, self
respect, achievement, attention, recognition and reputation, truth, justice, wisdom
and meaning. It is on the basis of Maslow’s theory of motivation that has made to
hypothesize that teacher performance in colleges of education in Northern
provinces maybe related to motivation.
Armstrong (2009) reported that motivation at work can take place in two
ways; People can motivate themselves by seeking, finding and carrying out work
(or being given work), which satisfies their needs or at least leads them to expect
that their goals will be achieved. When this is the case, motivation is provided by
employees themselves. People can be motivated by managements or
administrations of organizations through such methods as pay or pay incentives,
praises and promotion.
Bennell (2004) noted that incentives for schools and teachers in the public
education system to perform well are frequently weak due to ineffective incentives
and sanctions. This was particularly the case when teachers cannot be effectively
11
disciplined for unacceptable behaviour (absenteeism, lateness, poor teaching,
abusive behaviour towards pupils) by school managements because it was very
difficult to dismiss them and pay and promotion are largely unrelated to actual
performance.
Carron (2006) asserted that teacher quality and job performance is more of
a question of motivation than of skills and those skills alone will not guarantee
teacher quality and performance and recommends supplementing with motivation

using monetary and non monitory rewards.
Drucker (2003) reiterated that when he asks people what kinds of
motivation workers really need in order to perform well, many people tell him it is
“employee satisfaction”. But to Drucker, satisfaction is inadequate motivation. He
thinks that the only thing that will serve always is an internal “self motivation” for
performance that is responsibility, not just job satisfaction.
From the above theoretical expression, one can categorically conclude that
the performance of teachers in the colleges of education in Northern provinces in
Vietnam can be related to motivation.
Maslow’s Hierarchy of Needs
Maslow (1943 and 1970) describes human being as a creature which is
never satisfied. For human, satisfaction is temporariness. If one need is satisfied,
there are other needs will appear to be satisfied, and so on. Maslow concepts that
needs for human being is subordinate from child and composed with many
consecutive levels. Maslow’s hierarchy of need theory composed as five levels.
Maslow's hierarchy of needs is often stated as a diagram consisting of five levels:
the four lower levels are grouped together as being associated with physiological