Analyzing job motivation of multi-generational workforce of public-school teachers using acquired needs theory

Motivation has a significant impact on how people behave, function, and feel in general. This quality is unique and can influence a person's actions and have a significant impact on completing tasks. Every generation has a different motivation for doing the tasks that are assigned to them. This study aims to identify the differences in job motivation of a multi-generational workforce of primary and secondary public school teachers in San Leonardo, Nueva Ecija, using acquired needs theory, and propose a human resource intervention plan to foster a more inclusive and supportive working environment and enhance job motivation for the institution's success. This study employs a quantitative research approach to gather and analyze numerical data, applying frequencies, percentages, weighted means, and other statistical analyses. The researchers aimed to determine the significant differences between the profiles of the respondents and the factors influencing job motivation in the multi-generational workforce of public school teachers using the three needs of McClelland's Acquired Needs Theory as the factors. The results for the Need for Achievement highlight the strong sense of fulfillment of public school teachers and are motivated by opportunities in setting and achieving goals to overcome obstacles. Baby Boomers reported the highest motivation (mean = 3.77, significantly differing from Generation Z (p = 0.014), as indicated by the Games-Howell post hoc test). This study may help future researchers to build upon the findings and methodology of this study, using it as a valuable reference for conducting similar research in the field of job motivation, which would improve their analytical skills.