Achievement, Power, Affiliation, and Job Satisfaction of Mathematics Teachers

Abstract

This study was conducted to determine the predictor variables of job satisfaction of mathematics teachers as either achievement, power, or affiliation. The one hundred (100) randomly selected secondary mathematics teachers teaching in the First District of Iloilo for the school year 2019-2020 served as the respondents of the study. The data were obtained through a survey questionnaire employing mean, Pearson's product moment correlation, and multiple regression analysis as statistical tools. Results revealed that secondary mathematics teachers had above average level of need for achievement and affiliation, average level of need for power and high level of job satisfaction. There was a positive substantial correlation between mean scores in achievement and job satisfaction, between achievement and affiliation and between power and affiliation but there was a positive low correlation between mean scores in affiliation and job satisfaction and between achievement and power. Achievement was the strongest predictor of the job satisfaction, while power and affiliation were not good predictors of job satisfaction of secondary mathematics teachers.

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Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7088831, ISSN 2822-4353
Research Article
Jan Rey T. Provido
2/14
Achievement, Power, Affiliation, and Job Satisfaction of Mathematics Teachers
Jan Rey T. Provido*
For affiliations and correspondence, see the last page.
Abstract
This study was conducted to determine the predictor variables of job satisfaction of mathematics
teachers as either achievement, power, or affiliation. The one hundred (100) randomly selected
secondary mathematics teachers teaching in the First District of Iloilo for the school year 2019-2020
served as the respondents of the study. The data were obtained through a survey questionnaire
employing mean, Pearson’s product moment correlation, and multiple regression analysis as
statistical tools. Results revealed that secondary mathematics teachers had above average level of
need for achievement and affiliation, average level of need for power and high level of job
satisfaction. There was a positive substantial correlation between mean scores in achievement and job
satisfaction, between achievement and affiliation and between power and affiliation but there was a
positive low correlation between mean scores in affiliation and job satisfaction and between
achievement and power. Achievement was the strongest predictor of the job satisfaction, while power
and affiliation were not good predictors of job satisfaction of secondary mathematics teachers.
Keywords: Achievement, Power, Job Satisfaction, Affiliation, Mathematics Teachers
Introduction
The teacher is the focal component in an instructive
framework where the general motivation of schools
relies on their degree of responsibility and job
satisfaction (Tsui & Cheng, 1999; Getahun, 2016).
Considering the 2015 Trends in International
Mathematics and Science Study (TIMSS) results,
teachers' degrees of satisfaction seemed to diminish in
optional school and more Year 8 students were
instructed by teachers who were not exactly happy
with the work than was the situation at Year 4 (Mullis,
2016).
From 48 nations across four worldwide locales in
Asia, North America, Europe, and Latin America it
was discovered that achievement from ones' work,
acknowledgment got from working effectively,
cooperation, and capacity to adjust one's work and
individual lives were critical indicators of general job
satisfaction across each of the four areas and with
achievement as the main driver (Andreassi, 2012).
Notwithstanding, workers are the most fulfilled and
exceptionally gainful when their job offers them the
acknowledgment of their effort, freedom to contribute
thoughts and recommendations, cooperation in self-
motivated and dealing with the events, clean meanings
of obligations and duties and openings for
advancement, communication, lastly, the climate of
common trust regard (Kuria, 2011; Sikowo,
2016; Odembo, 2013; Okeke, 2018). These qualities
are without a doubt generally out and out coordinated
by segments of culture (Hauff, 2015).
In the Philippines, these were factors that anticipate
job satisfaction: relational relations (Ikolo, 2019),
openings for advancement and development (Cong,
2013), accomplishment and acknowledgment
(Kadtong, 2017), strengthening (Parvin, 2011), desire
to be advanced (Romero, 2017) and need for power
(Suri, 2016). There is no critical connection between
job satisfaction and achievement (Ayon, 2009),
scholarly position (Eyupoglu, 2009), acknowledgment
(Pilarta, 2015), advancement openings (Saba, 2011).
Around the world and locally, researchers set up
various elements identified with job satisfaction and
achievement is the most imperative driver
internationally (Andreassi, 2012), nonetheless, because
of culture, results may vary from various nations
(Hauff, 2015). It is not clear on the off chance that it
applies to the Philippines and if what is its solidarity
and impact to job satisfaction.
To deal with the gap, the researcher would like to
summarize and identify the empirical relationships
among the aforementioned factors by achievement,
affiliation, and power to identify the strengths and
directions, predict job satisfaction, and clarify the
notion that the 3 factors are predictors of job
satisfaction this academic year 2019-2020 among
secondary math teachers. In addition, the researcher
would like to prove the relationship between
motivation and job satisfaction in accordance with
Acquired Needs Theory.
Research Questions
This study aimed to determine the predictors of job

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Jan Rey T. Provido
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satisfaction among secondary mathematics teachers in
the First District of Iloilo in the school year 2019 –
2020.
Specifically, this study sought answers to the
following questions:
1. What are the mean scores in achievement, power,
affiliation, and job satisfaction of secondary
mathematics teachers?
2. What are the strengths and direction of relationships
among achievement, power, affiliation, and job
satisfaction of secondary mathematics teachers?
3. Are achievement, power, and affiliation significant
predictors of job satisfaction?
4. What multiple regression equation can be generated
from the study using achievement, power, and
affiliation as predictor variables?
Literature Review
Content Theories on Job Satisfaction
Across the writing, content speculations about job
satisfaction have reliably been assembled as Maslow’s
Needs Hierarchy, Herzberg’s Two Factor Theory,
Alderfer’s ERG theory, and McClelland’s theory of
Needs(Shajahan , 2004, Khan, 2010). The content
theories are based on what motivates people at work,
identifying the needs, drives, and objectives and their
prioritization by the person to get satisfaction and
consequently perform successfully (Luthans, 2005;
Khan, 2010).
As indicated by Herzberg, two arrangements of
variables in choosing representatives job perspectives
and level of execution, were motivation and hygiene
factors (Robbins, 2009). Factors are intrinsic factors
that will fabricate laborers' job satisfaction; while
Hygiene Factors are Extrinsic Factors to prevent any
agents' mistake. As indicated by Herzberg, full
stockpile of Hygiene Factors will not really bring
about representatives' job satisfaction. To expand
employee’s motivation or efficiency, inspiration
factors should be managed to (Tan, 2014).
Herzberg's Two-Factor Theory recorded six
motivations or satisfiers identified with work:
achievement, acknowledgment, the job, obligation,
headway, and development. Achievement was
identified with the fruitful finishing of the job,
acknowledgment was any consideration toward the
specialist from anybody through one or the other
recognition or fault, job itself was the satisfaction that
came about because of the real work exercises, duty
was the power or responsibility for work, the chance of
headway was the upward positional change granted
from the job and growth was identified with expertise
improvement and progression inside the job
(Herzberg, 2010). These six things identified with
Maslow's higher request needs, regard, and self-
completion, which identify with the acknowledgment
of self-satisfaction (Maslow, 1954; Kessler, 2018).
The extra motivation behind Herzberg's Two-Factor
theory gives a joining of intrinsic and extrinsic
motivation factors that can cover other motivation
theories. Motivation and hygiene factors presented by
Herzberg have discovered connections among other
inspiration speculations under the substance
hypothesis as every hypothesis includes different
employees’ needs for inspiration in comparable terms
(Borkowski, 2011; Tan, 2014). In detail, duties,
achievements, development, advancement,
acknowledgment, and job itself were classified under
Herzberg's inspiration factors have discovered
comparable with Maslow's self-actualization and self-
esteem, and Alderfer's growth needs, just as
McClelland's need of achievements. Relationship with
peers, personal life, supervision hierarchy under
Herzberg's cleanliness factors are reliable with
Maslow's belongingness, Alderfer's relatedness need,
and McClelland's need of affiliation. The factor of
status in cleanliness factors relates to need for power
under McClelland's Theory of need. pay and benefit,
job condition, job security, and company policy and
administration are likewise discovered reliable with
Maslow's safety and physiological need and Alderfer's
existence need. In contrast with the other motivational
theories, Two-Factor Theory gives more complete
arrangements of elements that cover essential
individual inside and outer needs to apply their extra
endeavors into the job (Tan, 2014).
It is proposed that segments requested under extrinsic
factors should be recognized to direct influence agents'
job satisfaction. The customary setting of Two-Factors
Theory may not simply limit for the use for choosing
respondents' achievements dissatisfactions issues;
nevertheless, it might be further augmenting the degree
of utilization by combining the two social events of
Intrinsic and extrinsic factors as a get-together of
determinant and henceforth study its effects towards
target respondents (Tan, 2014).
Maslow's chain of importance of needs is the most
generally referenced hypothesis of inspiration and
satisfaction (Koontz, 1999; Tan, 2014). Promoting
predominantly on humanistic brain science and clinical
encounters, Abraham Maslow hypothesized that a
person's inspirational needs could be organized in a

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chain of importance. When a given degree of needs is
fulfilled, it no longer assists with a rousing. In this
manner, next to more elevated level of need must be
initiated to spur and subsequently fulfill the individual
(Luthans, 2005, Tan, 2014). Maslow distinguished five
levels in his need progressive system: Physical needs:
(food, garments, cover, sex), Safety needs: (actual
security), Social: (freedoms to grow a close
rel at ions hip with diff er ent peop le),
Esteem/Achievement needs: (notoriety got from
others), and Self-Actualization: (openings for self-
satisfaction and achievement through self-
improvement) (Maslow, 1943; Tan, 2014).
Achievement, Power and Affiliation
Buechner (2019) uncovered that that self-based pride
was identified with self-approach objectives, singular
achievement esteems, just as achievement and
relationship intentions. Social correlation-based pride,
thus, is emphatically identified with other-approach
objectives, social achievement esteems, just as
achievement and power thought processes.
Notwithstanding, while controlling for those precursor
factors a beneficial outcome of social correlation put
together pride with respect to scholarly execution
vanishes though a beneficial outcome of self-put
together pride with respect to scholastic execution
shows up.
Jager (2017) noticed that high self-other arrangement
was found on the Needs for Achievement and Power.
The Need for Affiliation, conversely, did not show
self-other understanding. It likewise expected
similitude happened for the Need for Achievement yet
not for the Needs for Power and Affiliation. Especially
the shortfall of self-other concession to the Need for
Affiliation is striking and needs more responsiveness
of contemporary associations which are engaged with
elective work plans, for example, adaptability in where
the job is directed.
Xu (2012) uncovered those Chinese students showed
altogether more elevated levels of achievement
rationale than the American students, yet American
undergrads showed essentially more significant levels
of association thought process than Chinese
undergrads. By and large, guys showed higher
achievement inspiration than females. No critical
communication impacts were found for sexual
orientation by area for any of the three intentions.
Jha (2010) theorized about the connection between
mental strengthening and need for affiliation who
believed that five-star inn's representatives were
needed to show a serious level of need for affiliation
uncovered those inspirational needs, other than the
need for connection, were altogether and decidedly
identified with mental strengthening.
A near report was directed to recognize the need for
affiliation and appreciation among youthful grown-ups
who are/are not in a relationship uncovered that there
was no huge contrast among submitted and singles on
their need for affiliation and appreciation. The
example was separated into three age-gatherings, and
it was discovered that the need for affiliation was
critical for the age bunch 18-20 and 21-22 contrasted
with age-bunch 23-24. While investigating the sex
contrasts it was discovered that females have a more
significant need for the association. There was a
negative relationship between appreciation and the
need for affiliation (Dharmesh, 2016).
Teachers’ Job Satisfaction
Teachers job satisfaction varies from different culture
which was shown by a relative report about teachers'
job satisfaction level from different countries which
reveals that their satisfaction is generally imperative in
Austria and the most un-in Slovenia (Jordan, 2017).
Teachers were frequently considered as a particular
illustration of representatives who have diverse job
conditions and experience more elevated levels of
business-related pressure in correlation with
commonplace associations' workers (De Nobile, 2005;
Klassen, 2010; Astrauskaite, 2011). In contrast to
normal associations' representatives, teachers have
numerous different obligations, for example, to
instruct students, guarantee their security and sound
air, convey, and work together with guardians,
different teachers, subject matter experts, and
directors, build up their own abilities and information,
control records, arrange school trips and complete
various errands given by the public authority and
school organization (Comber, 2009; Astrauskaite,
2011).
A review supported by the MetLife Foundation in
2012 secured that teacher's position satisfaction had
dropped from 59% in 2009 to 44% in 2012 (Schwartz,
2017). The training calls faces difficulties that
constantly reconfigure information, rules, abilities,
perspectives, and methods of expert turn of events
(Massari, 2015). Educating is one of only a problem
few livelihoods that lastingly affect society by
impacting people in the future and over recent years,
the encouraging profession has gone through
numerous changes (Carver, 2008; Schwartz, 2017).

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That is the motivation behind why teachers face
difficulties that persistently reconfigure information,
rules, abilities, mentalities, and methods of expert turn
of events (Massari, 2015). One of the instances of
adjustment is the R.A.10533 also called Enhanced
Basic Education Act of 2013 which as per guardians
and teachers is additional work and monetary issue in
the Philippines. Nonetheless, as the thawing phase of
the underlying change eliminates, the splendid side of
the change glimmers during sprays of voices in doubt.
For the intrinsic who oppose the change, they should
be helped that K to 12 years to remember learning will
offer each understudy a chance to get quality training
that is around the world serious dependent on the
instructively stable educational plan that is at standard
with worldwide norms. Along this line of reasoning, K
to 12 teachers should be motivated and resolved to
manage their work competently and be fulfilled
(Romero, 2017). Besides, teachers have a duty to make
future pioneers. Thus, guarantee that teachers are
fulfilled. Nonetheless, teachers across the world are
not happy with their positions and they have a high
turnover (Chamundeswari, 2013). This satisfaction
level and turnover could be improved by recognizing
the determinants that influence teachers' satisfaction
and by bringing satisfactory changes (Tickle, 2011). In
this way, understanding the variables that add to job
satisfaction is fundamental since it causes us to
recognize the reasons and territories in which
representatives are not happy (Hee, 2018). Job
satisfaction alludes to the degree to which
representatives acquire pleasure from their endeavors
in the work environment and when a worker has an
undeniable degree of job satisfaction, it implies that
they have an inspirational disposition towards their job
(Fogarty, 2014).
Teachers are fulfilled in their work regarding readiness
factors, actual work condition, staff pay, security of
residency, advantages, and advantages, composed and
verbal criticism, and extremely fulfilled in
relationships with companions, administrators, and
students (Astorias, 2013). Work inspirations like prize
and acknowledgment extraordinarily effect of the job
satisfaction of workers (Danish, 2010) though,
remuneration, work conditions, economic wellbeing,
and school arrangements and practices were the parts
of their job satisfaction (Ghazi, 2011).
Kadtong (2017) additionally noticed that teachers were
satisfied with their job satisfaction features, for
example, school arrangements, management, pay,
relational relations, openings for advancement and
development, job conditions, work itself, achievement,
acknowledgment, and duty. Teacher's presentation and
job satisfaction have a moderate connection. However,
significant determinants of satisfaction among teachers
were pa y/r emu nera tio n, pr of ess io n
movement/improvement, advancement openings, work
conditions, acknowledgment, responsibility,
association in dynamic and correspondence (Njoroge,
2019), inward gathering elements (Unutmaz, 2014).
Alsemeri (2016) uncovered those inherent elements
with the most noteworthy impact on job satisfaction
were employer stability, virtues, achievement, and
social assistance while extraneous elements like
administrator connections, competency of manager,
acknowledgment, and colleagues' connections were set
higher on the scale.
Nicdao (2016) showed that compensation and
advancement and professional stability were the most
rousing variables for the employee’s job satisfaction.
Despite socioeconomics, representatives were fulfilled
because of the yearly compensation increment and
work in a school setting, which gave them a conviction
that all is good for their future and their family.
Njoroge (2019) noticed that there were likewise
factors that caused teachers job dissatisfaction. In view
of an investigation, lion's share of the teachers who are
disappointed with their work would not pick the
instructing profession if they somehow managed to
start from the very beginning again where
dissatisfaction increments with age while being single
influences satisfaction. The quantity of years a teacher
spent in one work bunch influences job satisfaction.
Ordinarily teachers met dangerous students of different
ages or troublesome and basic guardians. Those
collaborations require correspondence, critical
thinking, and strife overseeing abilities. Difficulties in
teachers' job that require enthusiastic and scholarly
assets may now and again prompt burnout, sadness, or
other physical and mental wellbeing related issues
(Chang, 2009; Astrauskaite, 2011). A study about
"Connection Between Teachers' Job Satisfaction and
Students' Academic Performance" uncovered that
students' presentation showed no critical relationship
with teachers' job satisfaction. In addition, teachers'
expert experience showed a huge relationship with
ninth grade students' presentation (Asif, 2016).
Ferguson (2012) noticed that pressure and
discouragement adversely affected job satisfaction.
Long periods of encouraging experience were a critical
and positive indicator of job satisfaction. Tension,
sexual orientation, grade level, and position were not
measurably critical indicators of teacher job
satisfaction. Furthermore, was concurred by (Kadtong,

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2013) that age (Kim and Jang, 2016), most elevated
instructive achievements and length of administration
were important to the job satisfaction while sex and
common status were noted having huge distinction to
job satisfaction. Trial of affiliation shows the critical
relationship in status and advantages and advantages, a
most extensive level procured and compensation and
security of residency, staff improvement opportunity,
residency, and composed/verbal input (Astorias,
2013). While prizes, advancements and
acknowledgment, and investment in dynamic had an
irrelevant relationship to job satisfaction (Nicdao,
2016).
Ayon (2009) uncovered that there is a critical
connection between job satisfaction and business-
related factors, for example, advancement openings
and acknowledgment. Interestingly, there is no critical
connection between job satisfaction and business-
related elements like: pay, stress, professional stability,
individual specialists, organization strategy and
backing, demeanor toward work, acknowledgment of
assumption, and achievement. What is more, was
negate by Asif (2016) that job satisfaction is not
associated with pay and management. Standard
Confirmatory Factor Analysis of the teachers' example
did not uphold the presence pay, advancement,
oversight, incidental advantages, unforeseen prizes,
work conditions, associates, nature of job and
correspondence recommending with teachers' job
satisfaction (Astrauskaite, 2011). Mental strengthening
was straightforwardly identified with job satisfaction;
in any case, trust was in a roundabout way identified
with job satisfaction through mental strengthening
(Khany, 2016). Representatives' satisfaction towards
their achievement, acknowledgment got, and nature of
work was emphatically related and persuasive towards
their readiness to work in groups (Benrazabi, 2013).
Most teachers saw educating as their optimal calling
and they would like to change their calling because of
dissatisfaction, teachers felt their states of
administration were insufficient, teachers felt
disappointed with security in the calling, teachers in
the thought about occasion/get-away periods and
procurement of information and regard acquired from
students and local area as palatable to them (Ansah,
2016). Two primary courses to inspiration to leave,
one from the impression of a learning objective
construction by means of teacher self-viability and job
satisfaction, prompting lower inspiration to leave, and
another from the view of a motivation objective design
through expanded responsibility and enthusiastic
depletion, prompting higher inspiration to leave
(Skaalvik, 2017). Representatives will do their most
elevated when they feel or expect that their diligent
effort is to be compensated by their administrators
(Eshwar, 2014).
Job Satisfaction and Achievement
Achievement theories propose that motivation and
performance vary according to the strength of one’s
need for achievement (Jha, 2010). Need for
Achievement is an oblivious drive to improve and to
seek to a norm of greatness (Ankeli, 2013). Employees
can develop a need for achievement when trust and
autonomy are present in the work environment and
when their managers trust them, they have higher
levels of job satisfaction (Chinn, 2020). Need for
achievement is the desire to obtain excellent results by
setting high standards and striving to accomplish them.
It is a consistent concern with doing things better
(Finogenow, 2017).
Across four social locales—Asia, Europe, North
America, and Latin America, achievement all around
the main driver to job satisfaction (Andreassi, 2012).
The accompanying investigations uncovered the
relationship of Job Satisfaction and Achievement:
Kołodziej (2010) revealed that achievement
motivation can be treated as an important
psychological predictor of graduates’ future success
or failure. Steinmann (2016) noted that based on high
need for achievement, the supporters were happier
with their positions. In this way, it was additionally
uncovered that need for achievement is identified with
work inclusion and authoritative responsibility
(Steinmetz, 2011).
Aloysius (2012) revealed that there is a positive
relationship between self-motivation for achievement
and job satisfaction and work performance and the
relationship between self-motivation for achievement
and performance is stronger than the relationship
between self-motivation for achievement and
satisfaction. Job satisfaction, cooperation and need
achievement represented 43% in inconstancy of work
execution of the respondents (Farukuoye,2017).
Okorley (2010) revealed that there was a positive and
significant relationship between staff motivation and
factors including recognition, job satisfaction, role
clarity, supervision, and perceived competence. Staff
demographic characteristics, however, have no
significant relationship with staff motivation.
Additionally, the study uncovered critical contrasts in
the levels of the elements of inspiration aside from
oversight and saw fitness just as acknowledgment and
job satisfaction. The best factors that can upgrade the

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inspiration of staff in the banks were acknowledgment
and job satisfaction. Notwithstanding, position assets
of remunerations and acknowledgment, work control,
criticism and support were related with burnout,
turnover goal, and job satisfaction (Scanlan, 2019).
Lo (2016) noted that there was a significant difference
was found in the result of the flexibility on work
arrangement among gender, open communication
among age group and opportunity of promotion among
different educational level. Moderate connection of a
large portion of the sub-factors under staff
accomplishment was found, and the chance of rank
advancement and incidental advantage advantages had
the higher relationship among the others.
Intrinsic factors such as achievement, recognition,
responsibility, nature of the job and personal growth
and advancement and external factors such as salary,
job security, work conditions, supervision
interpersonal relations and company policy and
administration are significantly associated with job
satisfaction of the municipal employees in South
Africa (Ncube, 2014).
Rybnicek (2019) uncovered that an immediate need
for the achievement cash interface and a few equals
between people who score exceptionally on the
achievement need and the study of cash recommends
that the achievement need intently coordinates the
prize big league salary.
Nurullah (2010) indicated that self-esteem and valued
job characteristics are direct and strongest predictors
of job satisfaction among the emerging adults. In
addition, happiness and income positively predicts job
satisfaction. The variable ‘work-reward preferences’
does not directly predict job satisfaction but is rather
mediated through self-esteem and valued work
characteristics.
Job Satisfaction and Power
For all intents and purposes all mammalian and
numerous nonmammalian species share basic
developmentally saved inspirational framework that
push them toward the arrangement of connections with
their family to guarantee wellbeing and insurance. In
addition, they are also propelled by a need to move
upward in the dominance hierarchy to obtain more
resources and mating opportunities. As a result,
animals and humans share similar biopsychological
and neural systems that facilitate affiliation-motivated
and power-motivated behavior (Schultheiss, 2008;
Hall, 2010).
The power motive (often referred to as n Power)
involves a need to influence, control, or impress other
people and, as a corollary, to achieve recognition or
acclaim for one's power-oriented actions. Impact can
occur through a variety of means, notably, powerful
action toward or against others, vigorous efforts at
controlling their behavior, and ostentatious display of
valued personal characteristics. Reactions from other
people can take the form of admiration, astonishment,
even fear (Fodor, 2009).
The need for power is a persuasive demeanor to
remove joy from affecting others or the climate when
all is said in done and to feel abhorrence for others'
effect on oneself (Królewiak, 2017). Intrinsic with
solid needs for power regularly stand up for
themselves against or within the sight of others
differently, look for and get administrative roles in
social gatherings, proficient affiliations, and work,
they bet, drink mixe0d refreshments and submit
forceful demonstrations; they will in general have
hypertension and incline toward relationally serious
games like tennis or football; they like to gather
esteem assets and favor job in which they can help or
affect others; like educating, strict service and the
board positions (Alderfer, 1972; Herzberg, 1966;
Ankeli, 2013). Need for Power as “the unconscious
concern for influencing others and seeking positions of
authority” (Lussier and Achua, 2007; Moore, 2010).
Griskevicius (2010) revealed that with respect to the
need for power, findings suggest that this most closely
matches the reward prestigious company
car—representing a prestigious object, behave in a
very similar manner as those investing in a prestigious
car. Also, people who are driven by a need for power
unequivocally screen themselves and their appearance
and further report higher confidence (Leary, 2001,
Valle, 2016). The very same behavior tendencies are
linked to those who enjoy possessing prestigious
objects like, for instance, cars (O’Cass, 2004; Truong,
2011). To add another conjoining aspect, those with a
strong power need are showy, boastful, and less
agreeable (Engeser, 2010) and are therefore similarly
perceived as intrinsic who strongly value prestigious
objects (Hennighausen, 2016; Sung, 2015). In view of
the discoveries supporting a solid connection between
the need for power and lofty articles, the power need is
seen to emphatically coordinate the prize renowned
organization vehicle (Rybnicek, 2019).
Steinmetz (2011) in a study about “The relationship
between needs and work attitudes in South Korea and
Germany’ revealed that need for power is related to
work involvement but not to organizational

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commitment.
Job Satisfaction and Affiliation
The need for affiliation is a term that concerns in
developing, keeping up, and restoring positive
relationship with others (Atkinson, 1954). Intrinsic
with a serious need for connection is amiable,
amicable, inspired by social collaborations, and they
incline toward being in others' organizations instead of
all alone (Józefczyk, 2017).
When defining the need for Affiliation, McClelland
(1961) stated, “Affiliation…establishing, maintaining,
or restoring a positive affective relationship with
another person. This relationship is most sufficiently
portrayed by the word companionship. In this way, the
need for affiliation is the oblivious worry for creating,
keeping up, and reestablishing close to home
connections (Lussier, 2007, Moore, 2010). (Daft,
2008; Moore, 2010) defined the need for Affiliation as
“the desire to form close personal relationships, avoid
conflict, and establish warm friendships”. Intrinsic
who exhibit the need for Affiliation are seeking
interactions with other people. The need for affiliation
is an oblivious drive to be important for warm, cozy
connections and companionships (McGregor, 1960;
Ankeli, 2013). Intrinsic with the solid need for
affiliation regularly decide to invest energy with dear
companions or critical others instead of being in some
other setting. They routinely compose letters or settle
on significant distance phone decisions for
companions or family; they like to work in gatherings
and are delicate to others' responses to them, they lean
toward shared, non-serious exercises and work in
which they work intimately with others, like showing
small kids and directing (Herzberg, Mansner and
Snyderman, 1959; Ankeli, 2013). Crafted by
McClelland and his associates set up the significance
of an individual's design of these intentions everybody
has some level of every rationale, except the overall
strength differs. It is the example of an individual's
rationale strength that is frequently the most
characteristic of word related execution and
achievement.
Rybnicek (2019) revealed that affiliation needs closely
matches the reward, a high affiliation needs and
personal experience with respectful leaders. While it
was revealed that the need for affiliation was not
related to job involvement and to organizational
commitment (Steinmetz, 2011).
Among 250 arbitrarily chose teachers, (124 male, 126
female) wedded and unmarried exhibited a similar
degree of job satisfaction on this viewpoint: inherent
part of the job, compensation, limited time roads, and
administrations conditions, actual offices, satisfaction
with specialists, satisfaction with economic wellbeing
and family government assistance, compatibility with
understudies, relationship with colleagues and absolute
segments of job satisfaction (Kalhotra, 2012).
Nkashi (2014) revealed that there is a positive
significant relationship between task autonomy, task
involvement, recognition, salary, job security, and job
condition, and employee performance. Job security has
a high positive relationship with employee
performance than other variables and task autonomy
has a low positive relationship with employee
performance.
Methodology
Correlational research was used to determine the
significant relationships between variables. Its purpose
was to investigate the extent to which variations in one
factor correspond with variations in one or more
factors based on correlation coefficient (Navarro,
2011, Castroverde, 2017). Findings from correlational
research can be used to determine prevalence and
relationships among variables, and to forecast events
from current data and knowledge (Curtis, 2016).
The relationships can provide the impetus for further
associations. It clarifies the understanding of the
important phenomenon through the identification of
relationship among variables. In this case, it used to
predict the relationships of Achievement, Power and
Affiliation to the Job Satisfaction.
Multiple regression is an extension of simple linear
regression. It is used to predict the value of a variable
based on the value of two or more other variables. The
term was first used by Pearson in 1908. The general
purpose of multiple regressions is to find the
relationship between several independent variables and
a dependent variable (Castroverde, 2017).
Respondents
The respondents of this study were the 100 randomly
selected secondary mathematics teachers in the 1st
District of Iloilo for school year 2019-2020.
The desired number of samples was determined using
the general rule of thumb where the participants should
not be less than 50 (Wilson, 2007). Green (1991)
suggested that the sample size N > 50 + 8m (where m

Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7088831, ISSN 2822-4353
Research Article
Jan Rey T. Provido
9/14
is the number of IVs) for testing the multiple
correlation.
The entire group of respondents was composed of 100
(100%) teachers from the 7 different municipalities in
the 1st District of Iloilo. The respondents were
classified according to municipality and school. When
categorized as to municipality, 15(15%) from
Guimbal, 12 (12%) from Igbaras, 16 (16%) from
Miagao, 16 (16%) from Oton, 13 (13%) from San
Joaquin, 16 (16%) from Tigbauan and 12 (12%) from
Tubungan. When categorized as to school, 4 (4%)
from Lanag Norte NHS, 8 (8%) from Tubungan NHS,
9 (9%) from Guimbal NHS, 3 (3%) from Particion
NHS, 4 (4%) from Nalundan NHS, 2 (2%) from
Alameda NHS, 14 (14%) from Igbaras NHS, 7 (7%)
from Don Felix Serra NHS, 9 (9%) from San Joaquin
School of Fisheries, 12 (12%) from Tigbauan NHS, 13
(13%) from Oton NHS, 4 (4%) from Kirayan NHS, 5
(5%) from Miagao NHS, 4 (4%) from Palaca-
Damilisan NHS and 3 (3%) from San Rafael NHS.
Instruments of the Study
Two instruments used to gather the needed data in the
study were: Job Satisfaction Questionnaire and
Motivational Needs Questionnaire. The instrument
was composed of two (2) parts. Part I was the “Job
Satisfaction Questionnaire” adopted from Romero
(2017) which is composed of 30-item question to
determine the level of job satisfaction. The
respondents were asked to choose (1) “Not at all
Satisfied”, (2) “Slightly Satisfied”, (3) “Moderately
Satisfied”, (4) “Very Satisfied” and (5) “Completely
Satisfied”.
Part II was Motivational Needs Questionnaire which
was adopted from Neill (2009) who also adopted it
from Junker (2001) which is composed of three (3)
parts. Part A determines the level of need for
Achievement, Part B determines the level of need for
Power and Part C to determine the level of need for
Affiliation. The respondents were asked to state (1)
“never”, (2) “rarely”, (3) “sometimes”, (4) “often” and
(5) “always”.
The adopted questionnaire was subjected for validity
and reliability testing. First it was presented to a panel
of three (3) experts for the content and face validation.
The test items were evaluated according to its
appropriateness, relevance, and for other suggestions.
Procedure
Prior to the conduct of the study, the researcher asked
permission to conduct the research study from the
dDean, School of Education, NIPSC, Estancia,
Iloilo.
He then sent a letter to the Schools
Division
Superintendent, Secondary Schools
Principal in the
First Congressional District of
Iloilo seeking
permission to administer
questionnaire instruments to his respondents who were
the secondary mathematics
teachers.
After which, the researcher personally distributed and
administered his questionnaire instruments to all the
respondents covered in the area. Data were carefully
gathered, classified, tallied, computer-processed,
tabulated, analyzed, and interpreted.
Results and Discussion
Mean Scores in Achievement, Power, Affiliation,
and Job Satisfaction
Scores in achievement, power, affiliation, and job
satisfaction of mathematics teachers were determined
using mean.
Results revealed that the achievement of teachers was
“above average” (M= 3.71, SD=0.49); power (M=
3.14, SD= 0.52) was “average”; affiliation (M= 3.57,
SD= 0.47) was “above average”; and job satisfaction
(M= 3.61, SD= 0.49) was “high”.
The result showed that the level of job satisfaction
among mathematics teachers was “high”, while for
human motivations, the level in the need for
achievement was “above average” which was the same
in the level of need for affiliation and “average” level
in need for power. Among the three independent
variables, achievement had the highest mean, and
power had the lowest.
The spread of the scores from the mean is almost the
same to every one of the variables. It would appear,
therefore, that mathematics teachers of the First
District of Iloilo wish to fulfill their achievement
motivation first than having power or authority over
others. It indicates that they would be given
moderately challenging goals and be provided with
frequent feedback rather than need for institutional
power that increase their scope of responsibility
(Moriarty, 2014).

Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7088831, ISSN 2822-4353
Research Article
Jan Rey T. Provido
10/14
Table 1. Mean Scores in Achievement, Power,
Affiliation, and Job Satisfaction of Mathematics
Teachers
Relationship among Mean Scores in Achievement,
Power, Affiliation, and Job Satisfaction
The relationship among mean scores in achievement
Power, affiliation, and job satisfaction was determined
using Pearson-r.
Based on the findings, positive substantial correlations
were found between the mean scores in achievement
and job satisfaction (r = 0.584, p< 0.001) and positive
low correlation between mean scores in affiliation and
job satisfaction (r = 0.348, p< 0.001). Correlation for
independent variables, mean scores in achievement
and mean scores in affiliation and mean scores in job
satisfaction were all significant. This means that only
achievement and affiliation but not power in the matrix
(independent variable) was linearly correlated with job
satisfaction (dependent variable).
The results imply that the mean scores in achievement
and affiliation have low substantial bearing on how
mathematics teachers were satisfied with their job.
This result agrees with Levinson (2019) who proved
that professional organizational affiliation was found
to be positively and significantly correlated with job
satisfaction and Lo (2016) whose findings stated that
staff achievement’s elements were the significant
indicators to measure job satisfaction, including
professional goals, attend professional meeting, fringe
benefits, earn additional incomes, further education,
professional staff rank, and the professional status and
job promotion showed the higher level of relationship
with job satisfaction level.
Aloysius’ 2012 also found a positive moderate
correlation between need for achievement and job
satisfaction where need for achievement of teachers
play a vital role in deciding their job performance and
job satisfaction.
Contradictory results revealed that there was no
significant correlation found between need for
achievement, power, affiliation, and job satisfaction
between male professionals. This validated the result
that a need for achievement is often related to a need
for power in the workplace (Suri, 2016).
Table 2. Intercorrelated Matrix of Mean Scores in
Achievement, Power, Affiliation, and Job Satisfaction
of Mathematics Teachers
Predictors of Job Satisfaction of Secondary
Mathematics Teachers
A linear combination of three motivational
independent variables used in this study could best
predict the job satisfaction of mathematics teachers, to
answer the question of whether mean scores in
achievement, mean scores in power, and mean scores
in affiliation are the best predictors of teachers’ job
satisfaction, a regression coefficient of each of the
admission criteria were computed.
Among the three predictors considered to predict the
job satisfaction of mathematics teachers in secondary
schools, mean scores in achievement are found to
significantly influence job satisfaction. The beta
coefficient shows that for every increase in the score in
achievement, there is a corresponding increase of
0.583 in job satisfaction.
These findings indicate that among the three predictors
and achievement is the strongest and only predictor of
Job Satisfaction among secondary mathematics
teachers as shown in Table 4. The multiple correlation
coefficient squared (R2), also called the coefficient of
determination of achievement is 0.334.
R-squared measures the proportion of the variation in
the dependent variable (Y) explained by the
independent variables (X) for a linear regression
model. The interpretation of R2 is like the
interpretation of r2, namely the proportion of variance
in Y that may be predicted by knowing the value of the
X variables.

Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7088831, ISSN 2822-4353
Research Article
Jan Rey T. Provido
11/14
Table 3. Predictor of Job Satisfaction
In the previous section, it was observed that there were
cases of significant as well as insignificant
relationships between various independent and
dependent variables.
Job Satisfaction = 0.583 (Achievement) + 1.448.Thus,
if a teacher has a score in achievement, e.g., 3.4, the
job satisfaction is equal to 0. 583(3.4) + 1.448 = 1.982
+ 1.448 = 3.430.
The formulated multiple regression equation shows
that of the three variables considered as predictors, the
achievement was found significantly to influence the
job satisfaction of mathematics teachers. From the
above equation, for every increase in the mean score of
mathematics teachers in achievement, there is a
corresponding increase of 0.583 in job satisfaction.
Conclusion
In light of the findings presented, the following
conclusions were drawn: It can be said that secondary
mathematics teachers have high level of job
satisfaction, above average level of need for
achievement and affiliation and average level of need
for power. Then it can be inferred that math teachers
are very satisfied with their job, often motivated to
play out the difficult tasks, often propelled to have
social connections, and at times roused to be in charge.
This is the motivation behind why many teachers are
offered the freedom to lead in their respective schools.
Since the findings showed a significant relationship
between achievement, power, and affiliation, it can be
inferred that people who are stimulated by
achievement and affiliation are more reasonably
content with their job. The explanation perhaps why
many teachers are not inspired to be in charge for they
are not offered errand to lead by their school heads or
to be a teacher in control. They do not have an
opportunity to take the administrators test.
In as much as the findings of the study showed that
among achievement, power, and affiliation,
achievement predicts job satisfaction then it
demonstrates that achievement incredibly impact
teachers job satisfaction, to such an extent that
teachers who were given assignment by their school
heads are more than fulfilled than the intrinsic who are
affiliated and in charge.
For every increase in the mean score of mathematics
teachers in achievement, there is a corresponding
increase of 0.583 in job satisfaction. The more teachers
are provoked to perform task in their school, the more
they are fulfilled in their job.
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Affiliations and Corresponding Information
Steinmann, B., Ötting, S. K., & Maier, G. W. (2016). Need for
Affiliation as a Motivational Add-On for Leadership Behaviors and
Managerial Success. Frontiers in Psychology, 7. Retrieved
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Jan Rey T. Provido
Tubungan National High School
Department of Education
Iloilo Philippines