Journal of Education and Learning (EduLearn)

Vol. 19, No. 3, August 2025, pp. 1225~1237

ISSN: 2089-9823 DOI: 10.11591/edulearn.v19i3.22122  1225

Attributes affecting instructors’ performance:

springboard for organizational development interventions

Victoria Q. Paraggua1, Brillo S. Paje2

1
Department of Research, Development and Extension, Philippine Merchant Marine Academy, San Narsico, Philippines
2
Auxiliary Unit, Don Mariano Marcos Memorial State University, Bacnotan, Philippines

Article Info ABSTRACT

Article history: This study aimed to identify the attributes that motivate the training
instructors to perform effectively as a basis in proposing organizational
Received Apr 15, 2024 development interventions (ODI) for Philippine Coast Guard-Coast Guard
Revised Jul 17, 2024 Education Training and Doctrine Command (PCG-CGETDC), Philippine
Accepted Aug 28, 2024 Navy-Naval Education, Training and Doctrine Command (PN-NETDC), and
Philippine Merchant Marine Academy-Training Center (PMMA-TC). The
survey results identified thirty-one attributes that highly motivate the
Keywords: instructors to perform effectively where no significant difference among the
responses was established. Among the top motivational attributes are
Attributes alignment of professional goals with the organizational goals;
Effective job performance communication between head and subordinates; observance of fair work
Motivation practices; assistance in technical support; clear selection, recruitment, and
Maritime-related institution promotion polices; and existence of evaluation and feedback system and
Organizational development quality management system. Conversely, a significant relationship between
interventions the respondents’ extent of agreement on the attributes affecting their
performance and their profiles was revealed. The training instructors
considered twenty-three organizational interventions very important. There
is a significant difference between and within their responses as an
institution. The strengths-weaknesses-opportunities-threats (SWOT) analysis
and other related data, gathered through survey, were utilized to develop the
proposed validated ODI for these maritime-related institutions.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Victoria Q. Paraggua
Department of Research, Development and Extension, Philippine Merchant Marine Academy
PMMA Complex, Natividad, San Narciso, Zambales, Philippines
Email: [Link]@[Link]

1. INTRODUCTION
Everything evolves, as change is the only permanent thing in this world. Organizations must keep
abreast of developments to avoid being left behind, including their human resource management (HRM). As
Richman [1] depicted, the organization’s greatest asset is its human resources. Thus, they are the best
instruments for achieving organizational success. But as he discussed, HRM is processed-based, it is more on
recruitment, labor relations, health, and safety. HRM needs to transform into human resource development
(HRD) to maximize the potential of its human resources. Contrary to HRM, HRD focuses on activities that
support behavioral change and learning opportunities for employees to achieve high performance. Given this,
organizations must move from the traditional HRM to applying behavioral science to help organizations
improve individuals and systems through organizational development (OD). This is supported by Kareem [2]
as he stated that OD focuses on improving the individual, group, and the over-all organization through
planned interventions and training experiences.

Journal homepage: [Link]

1226  ISSN: 2089-9823

In the study of Khattak et al. [3] organizational development interventions (ODI) are divided into
four categories: structural, technological, behavioral, and strategic and targeting specific aspects of
organizational improvement to enhance employee performance and effectiveness, Additionally, the study
highlights that understanding and implementing OD interventions can significantly enhance employability
and organizational success. Wu and Preudhikulpradab [4] recommended organization development
interventions such as organizational justice, organizational support, training and development, organizational
communication and organizational leadership. Augustine et al. [5] also emphasized similar OD interventions
(ODI) such as teambuilding, intergroup, process consultation, coaching and counseling, career planning, and
goal-setting. Verghese [6] explained some of these ODIs, diagnostic activities refer to fact-finding, those
activities designed to improve department or unit effectiveness are called team building activities. On the
other hand, intergroup activities are designed to improve interdependent group effectiveness. Feedback
activities are focused on tools to generate the current state of individuals or institution and are to be used for
problem solving activities. Structural activities are designed to improve the organization’s design job
enrichment, socio-technical design, and others. Coaching and counselling are basically defining goals and
how others see themselves and learning new behavior. Life and career planning activities enable the
individuals to focus on their lives, career objectives, and the means to achieve them. Finally, the open
systems planning related to systematic management and organizational transformation is more on developing
the institution’s mission statement, and future expectations.
But OD cannot occur without the individuals working towards it. Empowerment is important in an
organization for it stimulates employee capabilities. Ordinary employees have positive regards on a work
environment with easy access to information and resources, which maximizes their innovative abilities [7].
These individuals, therefore, must be empowered. However, empowering those goes beyond simple resource
allocation; they need to have a voice, autonomy, recognition, or new roles.
In the study made by Tran and Hung [8] on the factors affecting job motivation among faculty
members in public universities in Vietnam, they tried to find out how work characteristics, wage and welfare,
social recognition, peer relationships, training and promotion opportunities, leader caring, teacher–student
interaction and student’s attitude, and work motivation affect performance. The results show that all these
factors motivate the faculty to perform effectively; thus, the need to consider them.
Another study focusing on the influence of institutional support strategies and faculty job
effectiveness in Nigeria was performed by Falola et al [9]. This included research support and pedagogical
support. The results imply that, if institutional support is given priority by the management, it will impact
significantly on the faculty’s level of job performance.
Also, a comparative study was performed by Snook et al. [10] on the needs, motivations, and
identification with teaching between temporary part-time and tenure-track health science faculty in Iceland.
They found out that the environment provided seems to be supporting both sessional faculty (SF) and tenure-
track faculty (TF) interest. Also, there was no difference in the identified regulated motivation between SF
and TF as the values and beliefs integrated into a teacher were their reasons to teach. Additionally, their
results suggested that the SF would be more motivated than TF to reflect on their teaching or try a new
teaching method if they are shown forms of appreciation such as general recognition, feedback from
supervisors, financial compensation, and improved student evaluations. Lopez and Irene [11] identified the
career motivation and commitment to teaching among pre-service teachers at a state university in Samar.
Extrinsic motivation factors such as reliable income, steady career path, and security drive these pre-service
teachers to continue taking the teaching program, while intrinsic or altruistic factors dominate the
commitment to pursue a teaching career.
Given all of these, it is noted that several factors may either motivate or hinder faculty from
committing themselves to give their best. These factors are crucial if an institution, including academic or
training, wants to accomplish goals. Hence, identifying motivators to effective performance becomes an
important component for organizational success. Relative to the current study, it is important that the
motivational attributes to perform effectively of the maritime-related institutions be given attention to come
up with a systematic and more applicable ODI.
As the country's leading port, Manila Bay hosts the Port of Manila, which consists of three harbors:
North Harbor, South Harbor, and the Manila International Container Terminal (MICT). This port serves as a
central hub for maritime transportation and commerce [12], thus, the need for security and safety. It is the
Philippine Coast Guard (PCG) and the Philippine Navy (PN) that protects the Philippine coasts. They
perform several important responsibilities, along with the Philippine Merchant Marine Academy (PMMA)
graduates who are reserved or active officers of the PN and active members of the PCG.
Unfortunately, although ODI have been around for some time, its inception in these three
institutions has not been fully established. It is for this reason that this study was conceptualized, employing
appreciative inquiry, a strengths-based, positive approach to leadership development, and organizational

J Edu & Learn, Vol. 19, No. 3, August 2025: 1225-1237

J Edu & Learn ISSN: 2089-9823  1227

change. As a result, the study identified the attributes that affect the performance of the training instructors in
maritime-related institutions and used them to develop the proposed ODI. Specifically, it answered the
following:
a. What is the profile of the respondents in terms of:
i) age;
ii) sex;
iii) years of experience as a training instructor;
iv) highest educational attainment;
v) salary; and vi) current job/task/responsibility.
b. What are the training instructors’ extent of agreement on the attributes that affect their performance in
terms of:
i) leadership, goals, and systems;
ii) capacity and expertise;
iii) personal;
iv) welfare;
v) task-related;
vi) resource-related; and vii) relationship?
c. Is there a significant relationship between the respondents’ profile and their extent of agreement on the
attributes affecting their performance?
d. What is the degree of importance of the ODI in terms of? i) diagnostic activities; ii) team building
activities; iii) intergroup activities; iv) education and training activities; v) techno structural or structural
activities; vi) process consultation activities; vii) coaching & counseling activities; viii) life & career
planning activities; ix) planning & goal-setting activities; and x) strategic management activities.
e. Is there a significant difference among the responses of PCG, PMMA and PN on the degree of
importance of ODI in their institution?
f. What are the strengths, weaknesses, opportunities, and threats of PCG, PMMA, and PN in terms of:
i) profile; ii) attributes; and iii) ODI activities?
g. What proposed validated ODI can be recommended to improve the performance of the training
instructors of the maritime-related institutions?
This study is anchored on different theories. Kurt Lewin's Change Management Theory consists of
three stages: i) unfreezing: prepare employees for change by raising awareness and addressing concerns;
ii) moving: implement changes, guiding and supporting employees through the transition; and iii) refreezing:
consolidate changes by engaging employees and reinforcing new behaviors. This theory emphasizes
addressing resistance, supporting employees, and reinforcing change for sustainable results [13]. One model
utilized in the field of OD to guide planned processes is the appreciative inquiry (AI) model. The original
appreciative inquiry method was a collective discovery process into the best of what is, what might be,
what should be, and what can be, although various approaches have emerged as time passes [14].
In the current study, particular motivation theories are considered backbone in terms of motivation:
i) According to Trivedi and Mehta [15], Maslow's Hierarchy of Human Needs is a pyramid model that
organizes human needs into five levels, from basic physiological needs at the bottom to self-actualization at
the top, demonstrating that basic needs must be met before pursuing higher-level aspirations; ii) Performance
evaluations assess employees' skills and contributions, which is essential for boosting productivity and
aligning expectations. By applying Victor Vroom's expectancy theory, organizations can enhance employee
motivation and commitment through effective appraisals and rewards, ultimately driving innovation and
improving performance [16]; iii) Motivation-hygiene theory, also known as Herzberg’s two-factor theory,
distinguishes between motivation factors and hygiene factors in relation to job satisfaction. While hygiene
factors are necessary for preventing dissatisfaction, they are deemed less critical to overall job satisfaction
compared to motivation factors, which significantly influence employee engagement and fulfillment [17];
and iv) Inuwa [18] conducted additional research into Adams' equity theory and concluded that job equity
has an impact on employee performance, emphasizing that perceived fairness boosts motivation and morale,
and that managers should prioritize equity in decision-making to improve performance and productivity.
Relative to the current study, it is assumed that instructors of these three institutions are motivated by
certain factors, from personal to professional. Their needs must be fulfilled to be motivated. And the more
motivated they are, the greater is the chance that they would contribute to the success of their institutions. This
is supported by the theory of performance (ToP). According to Elger [19], ToP includes the individual or the
people working together to produce valued results. Additionally, it discusses that the level of performance
depends on context, level of knowledge, level of skills, level of identity, personal factors, and fixed factors. For
a holistic view of how this research was pursued, the research paradigm is presented in Figure 1.

Attributes affecting instructors’ performance: springboard for organizational … (Victoria Q. Paraggua)

1228  ISSN: 2089-9823

INPUT PROCESS OUTPUT

• Respondents’ profile • Analysis of profile, attributes, Proposed validated ODI
• Extent of agreement on the and ODI gathered through
attributes affecting training survey
instructors’ performance • Documentary analysis
• Degree of importance of the ODI • SWOT analysis
• Formulation and validation of
proposed ODI

FEEDBACK

Figure 1. Research paradigm

2. METHOD
2.1. Research design
This study used the quantitative-descriptive approach. Using the survey, the attributes that motivate
the instructors, along with the very important ODI, were identified. Quantifying what exists in the three
institutions and establishing statistical relationships were useful in understanding their current view of the
variables, which became the basis in designing the proposed output, the ODI.

2.2. Respondents
The respondents of the study were the training instructors of three interrelated maritime agencies,
namely Philippine Coast Guard Education, Training, and Doctrine Command (PCG-CGETDC), Philippine
Navy Education, Training, and Doctrine Command (PN-NETDC), and Philippine Merchant Marine
Academy Training Center or PMMA-TC. Table 1 provides the total population of the training instructors, as
well as the number of respondents of the study.

Table 1. Distribution of respondents

Institution No. of instructors % sharing Respondents
PCG-CGETDC 349 77.73 162
PN-NETDC 100 22.27 46
Total 449 100 208
PMMA-TC 7 (Less one for validation) 6
Grand Total 456 214

2.3. Instrument
The instrument for this study is a researcher-made questionnaire. The part which covers motivation
is based on the reviewed studies and Swanson’s performance diagnosis matrix [20]. The different
interventions, on the other hand, are based on Augustine et al. [5], and Verghese [6]. The questionnaire was
validated by four research experts. The instrument was revised based on their suggestions, then administered
to five selected faculty (two from PCG, two from PN, and one from PMMA) who were not part of the final
respondents to test its reliability. The Cronbach’s alpha coefficient for the items is 0.993, suggesting that the
items have relatively high internal consistency.

2.4. Procedure
Initially, the institutions were communicated for permission to be included in the study, which they
all agreed to. The data were gathered using the Google form platform. The data collected was processed
using the statistical package for the social sciences (SPSS) and interpreted using qualitative interpretation. As
with the output of this study, which is the proposed organizational interventions, they were reviewed by an
ODI practitioner for comments and suggestions. Then, six expert-representatives from the PCG-CGETDC,
PN-NETDC, and PMMA-TC evaluated if each ODI is applicable, purpose-driven, result-oriented, and will
be implemented/recommended for implementation in their institution.

J Edu & Learn, Vol. 19, No. 3, August 2025: 1225-1237

J Edu & Learn ISSN: 2089-9823  1229

3. RESULTS AND DISCUSSION

3.1. Profile of interviewees
Most of the instructors are from ages 40 and below, a total of 82.71% as presented in Table 2. Those
with ages 51 and above are merely 1.87%. One possible reason is that as per Section 5.a of the Presidential
Decree No. 1638, as amended, an officer or enlisted man shall be compulsory retired upon attaining fifty-six
(56) years of age or upon accumulation of thirty (30) years of satisfactory active service. Since the PCG and
PN are governed by this, it is assumed that most of those that are 51 years old and above are from the PMMA
with their optional retirement age of 60 years old, and mandatory retirement upon reaching 65 years old.

Table 2. Profile of instructor-respondents

Profile Frequency Percentage
Age 30 and below 80 37.38
31-40 97 45.33
41-50 33 15.42
51 and above 4 1.87
Total 214 100.00%
Sex Male 156 72.90
Female 58 27.10
Total 214 100.00%
Years of experience as training instructor 0-3 128 59.81
4-6 56 26.17
7-9 14 6.54
10 and above 16 7.48
Total 214 100.00%
Highest educational attainment Undergraduate/vocational 42 19.63
Bachelor's degree 141 65.89
Diploma course 17 7.94
Master's degree 10 4.67
Doctorate degree 4 1.87
Total 214 100.00%
Salary 20,000 and below 12 5.61
21,000-40,000 90 42.06
41,000-60,000 80 37.38
61,000-80,000 29 13.55
81,000 and above 3 1.40
Total 214 100.00%
Current job/task/responsibility Training/teaching-related tasks only 88 41.12%
Administrative function only 27 12.62%
Both (training/teaching-related tasks
99 46.26%
with administrative function)
Total 214 100.00%

The study by Grimett [21], citing the International Maritime Organization, highlights that women
encounter significant challenges in various aspects of their work. The underrepresentation of women in the
maritime industry is concerning, leading scholars and organizations to emphasize the need for greater
inclusion of women across all employment sectors. As with the military, it was only in 1992 that women
were allowed to join in the military ranks as stated in Section 7 of Republic Act No. 7192. At the PMMA, the
first batch of women graduates was in 1997. It is, therefore, assumed that the number of women in these
maritime-related institutions is lower than men, both in seafaring and in military ranks, since women
integration and empowerment is relatively new.
As with the years of experience as training instructors, it can be gleaned from Table 2 that most of the
respondents have 0-3 years’ experience, with 59.81% while the 7 and above years of experience is 14.02%. As
most of the instructor-respondents are from the younger generation, it follows that they also have shorter years
of experience as training instructors. In terms of educational attainment, it is noted that most of the respondents,
65.89%, are bachelor’s degree holders. As there were instructors who are undergraduate/vocational, verification
was made to the PCG and PN. Accordingly, these are enlisted personnel teaching the pre-entry course, basic
specialization course, and the like, but before teaching these, they were equipped with training and education
related to the courses they are to teach. The PMMA, being an educational institution, requires a minimum
educational requirement of bachelor’s degree; thus, not included in the inquiry.
As with the salary, most of the respondents fall from 21,000 to 60,000, with a combined percentage
of 79.44% while a few receive 61,000 and above (14.95%), and only 5.61% receives 20,000 and below. Part
of those who fall in the latter could be the part-time instructors at the PMMA because they are paid by the
hour and only when they have training assignments. Currently, many of the instructors are either teaching,
with 41.12%, or multi-tasking, with 46.26%. This implies that since a larger number of the instructor-
Attributes affecting instructors’ performance: springboard for organizational … (Victoria Q. Paraggua)
1230  ISSN: 2089-9823

respondents are doing multiple tasks, their performance can also be affected. This is supported by the study
of Liu et al. [22] that the multi-role tasks have caused serious work stress on the respondents, which resulted
in employee turnover. Additionally, David et al. [23] found out that having administrative tasks, in addition
to teaching, affected his respondents’ performance.

3.2. Extent of agreement on the attributes affecting performance

Table 3 summarizes the attributes that were given high extent of agreement by the instructor-respondents
in terms of motivating them to perform effectively. Over-all, the instructor-respondents are highly motivated to
perform by 31 out of 40 different attributes. Social factors such as relationships with co-workers, group working
and norms, opportunities for interaction and informal relations, relationship with head of department and with top
management or supervision, prompt feedback and communication received from management and seniors,
participation in decision making, autonomy, empowerment, the amount of praise received for outstanding efforts,
the opportunity to voice their opinion result to job satisfaction and eventually improve job performance [24].

Table 3. Summary of attributes with high extent of agreement

Attributes High extent of agreement
Leadership, 1. My professional goals are aligned with the organizational goals.
goals and 2. There is open communication between head and subordinates.
systems 3. Fair work practices such as no favoritism, and equal opportunities for all, are observed.
4. There is technical support, such as providing assistance in using the internet or laptops, or setting up the laboratory.
5. Selection, recruitment and promotion polices are clear and in-place.
6. There is evaluation and feedback system.
7. There is a quality management system in place.
Capacity and 8. There is emotional readiness to perform the assigned job/task.
expertise 9. The educational qualifications are related to the job/task.
10. There is knowledge about the job/tasks.
11. The skills are present to perform the job/tasks.
12. There are experiences that help in performing the job/task.
Personal 13. Personal commitment to duties and responsibilities is present.
14. The management considers and respects personal matters and support, such as family matters and health issues.
15. There is stable job and job security.
Welfare 16. Acceptable salary is received.
17. Fringe benefits (such as research honoraria, communication allowance, and transportation allowance) are provided.
18. Reward system such as appreciation and recognition are present.
19. Training packages for development are offered.
20. Promotion opportunities are existing.
Task-related 21. Job feedback (being evaluated and informed on areas for improvement, if there is) is performed.
22. There are clearly identified tasks (task identity).
23. I find the task provided to me important.
Resource- 24. Adequate physical facilities such as building, lab, training vessel, simulators, and other facilities are provided.
related 25. Technological aid such as laptops, are available.
26. Work areas/spaces are conducive.
Relationship 27. There is social recognition/belongingness in the group.
28. Peer relationship is pleasant.
29. There is mutual respect between head and the staff.
30. There is good and safe working environment.
31. There is job cooperation within the team.

3.3. Significant relationship between the respondents’ profile and their extent of agreement on the
attributes affecting performance
Based on the results, age was found to be with no significant relationship with any of the attributes.
However, when the relationship per indicator was computed, it was found to have a significant negative
relationship with the attribute’s welfare and resource-related indicators, specifically fringe benefits,
promotion opportunities, sufficient provision of supplies, and clearly identified tasks. This means that as they
grow older, their desire for welfare and resource-related attributes decreases. As Wong and Tetrick [25]
explained, the idea of limited time remaining in their careers drives older workers to focus on fewer but
specific outcomes that would provide immediate gratification.
Sex has no significant relationship with any of the attributes. However, when the relationship per
indicator was computed, it was found that it has a significant relationship with the indicator “work areas/spaces
are conducive.” This shows that employed women and men tend to see the workplace differently, with women
leaning more toward the pessimistic view and men more toward the optimistic view [26].
As per institution, this has a significant relationship with Resource-related, specifically with the
indicator “work areas/spaces are conducive”. As with workspace arrangements, Al-Omari and Okasheh [27]

J Edu & Learn, Vol. 19, No. 3, August 2025: 1225-1237

J Edu & Learn ISSN: 2089-9823  1231

found out that the physical environment at work is critical to employees’ performance, satisfaction, social
relations, and health. They suggested that employers should take initiatives to motivate employees by
improving their work environment.
Over-all, the years of experience (YoE) as training instructor has a significant relationship with a
single attribute-relationship. However, statistical tests show that it has a significant relationship with several
other indicators. Under leadership, goals, and systems, “selection, recruitment, and promotion policies are
clear and in-place.” Widiani and Wayan [28] stated that experience is related to promotion because having a
lot of job experience will help individuals complete their tasks without waiting for orders. Since they have
been performing well brought by their experiential learning, they look forward to promotion. Under capacity
and expertise “there is emotional readiness to perform the assigned job/task; while under resource-related
“technological aid such as laptops, are available” and “the office supplies are provided” were found to have a
significant relationship with YoE. This implies that as the length of service increases, the instructor-
respondents become emotionally ready, require more technological assistance, and aspire for good teamwork.
Employees will be satisfied and motivated if they are paid or an increment in salary is given. This
means an increase in the amount of current salary will lead to an increase in work performance as well. Salary is
a benchmark often used by employees as a means of their contribution to the organization they are working for,
and they regard it as their value to the particular organization [29]. The significant relationship of salary was
tested with the attributes, and it was found to have a significant relationship with six attributes. It is noted from
the findings that as the salary increases, the desire to have delegative and participative leadership, better
communication and relationship, professional development, promotion, and quality supplies also increases.
The highest educational attainment was found to have a significant relationship with the attribute
leadership, goals & systems, and task-related. A higher education leads to increased earning potential and
better opportunities for career. Thus, it is expected that this also increases one’s aspiration of clear and
attainable goals, better treatment, and practices.
Results of Pearson r correlation test revealed that the current job/tasks/responsibilities have a
significant relationship with five attribute-categories, namely: leadership, goals, and systems, capacity and
expertise, welfare, task-related, and relationship. However, it was found to have a significant relationship
with one indicator under personal and three under resource related. This implies that the instructor-
respondents look at a complete package where everything is in place, from goals to policies to physical
environment and relationships to supplies, and all others.

3.4. Degree of importance of the ODI

Under diagnostic activities, there were five activities that were considered very important and four
which are important. Over-all, however, this received a mean of 3.26, which means that the activity is rated
very important. As Allen [30] stated, a diagnostic survey provides a method suitable for several topics and
specializations in different areas of knowledge, and it is one of the best methods to gather the largest amount
of data from participants.
Team building, on the other hand, has a sub-mean of 3.25. It can be noted in Table 4 that it is the
PMMA Training instructors that provided a lower degree of importance to these activities. It could be that
some of them are part-timers and do not expect to be included when activities related to these are organized.
Cletus et al. [31] found in their study that team building is crucial in any modern-day institution. Its
implementation enables employees to flourish and establish mutual trust regardless of their level of diversity
and can help them connect and communicate more effectively, or even “break the ice”.
Similarly, Cross-group activities are only considered important by majority of the respondents. This,
however, is a very important ODI because it allows exposure of instructors to other members of the
institution. As with the activities on education and training, techno structural or structural, process
consultation, coaching & counseling, life & career planning, planning & goal-setting activities and strategic
management, they are all considered very important by the instructor-respondents.
Among all the ODI categories, it is the Education and Training activities that received the highest
mean of 3.50. As Rodriguez and Walters [32] found, employee training and development assists the
organization and employees in attaining diverse goals. It is safe to say that the more educated and skillful the
employees are, the better chance that they would become instruments to change and development too. This is
followed by the categories planning & goal-setting activities and coaching & counseling activities. According
to Serrat [33], coaching and mentoring can be used whenever performance or motivation levels need to be
increased. Moreover, Raza et al. [34] found in their study that employees thrive at work when their manager
acts as a coach, openly communicates with subordinates, accept ideas of others, supports the individual’s
needs, and rely on team approach to enhance their subordinates.
Per institution, the PCG gave the highest mean of 3.53 for training opportunities. This importance
has been repeatedly mentioned, even on attributes that highly motivate the instructors to perform effectively.
On the other hand, the PN has the highest mean of 3.59 for activities that help them focus on their life and
Attributes affecting instructors’ performance: springboard for organizational … (Victoria Q. Paraggua)
1232  ISSN: 2089-9823

career and achieve them. In the literature review made by Bawa [35], he laid the fifth practical implication,
which is to take a personal interest in the social life of subordinates by supporting them in other aspects of
their lives outside work. The management can also consider flexible working hours for employees to focus
on their family or to pursue further studies. Accordingly, when the management does this, the workers will
feel happy with the company, and they will see the failure of the company as their own failure.
With PMMA, the instructor-respondents considered institutional strategic planning and scholarship
as very important ODI with the highest mean of 3.67. As Paraggua et al. [36] mentioned in their study, a
strategic plan aids in defining what an institution intends to achieve when it comes to their student success
objectives and organizational goals. Accordingly, universities and colleges devote time and effort in strategic
plans to assist their institution’s direction. Overall, there were 23 activities that are considered very important
while the remaining seven are important. These should be given attention as they are useful in motivating the
instructors to perform effectively.

Table 4. Degree of importance of ODI

PCG- PN- PMMA-
ODI intervention MEAN QI
CGETDC NETDC TC
A. Diagnostic activities to identify issues and problems such as:
1. Gathering of secondary data (tax records, and census) 3.33 3.50 3.17 3.33 Vi
2. Observation of people at work 3.46 3.46 3.33 3.42 Vi
3. Distribution of questionnaires to selected subjects 3.33 3.57 3.00 3.30 Vi
4. Conducting individual interviews 3.25 3.52 3.50 3.42 Vi
5. Conducting sensing or unstructured group interview 3.12 3.26 3.17 3.18 I
6. Polling of opinions and attitudes 3.27 3.28 2.83 3.13 I
7. Diagnostic team meetings 3.43 3.35 3.17 3.32 Vi
8. Collating and drawing 3.34 3.57 2.83 3.25 I
9. Confrontation meetings 3.21 3.24 2.50 2.98 I
Sub-mean 3.31 3.42 3.06 3.26 Vi
B. Team building activities that will bring team members closer and
improve teamwork and collaboration such as:
1. Indoor activities 3.30 3.43 3.00 3.24 I
2. Outdoor activities 3.39 3.57 2.83 3.26 Vi
Sub-mean* 3.34ab 3.50b 2.92a 3.25 I
C. Cross-group activities like teams 1 and 2 doing a single task; allows 3.20 3.28 2.67 3.05 I
individuals to work with other units/departments)
D. Education and training activities such as:
1. 1. Scholarship 3.30 3.41 3.67 3.46 Vi
2. 2. Training opportunities 3.53 3.61 3.50 3.55 Vi
Sub-mean 3.42 3.51 3.58 3.50 Vi
E. Techno structural or structural activities such as:
1. Workspace arrangements 3.40 3.50 3.00 3.30 Vi
2. Operating procedures 3.41 3.61 3.33 3.45 Vi
3. Role definition 3.42 3.61 3.17 3.40 Vi
Sub-mean 3.41 3.57 3.17 3.38 Vi
F. Process consultation activities such as:
1. Inclusion in problem solving and decision making 3.44 3.54 3.00 3.33 Vi
2. Open communication 3.39 3.59 3.00 3.33 Vi
3. Importance of roles in the process 3.50 3.50 3.33 3.44 Vi
Sub-mean 3.44 3.54 3.11 3.36 Vi
G. Coaching & counseling activities
1. Coaching activities 3.45 3.54 3.17 3.39 Vi
2. Counseling activities 3.40 3.59 3.50 3.50 Vi
Sub-mean 3.42 3.57 3.33 3.44 Vi
H. Life & career planning activities such as:
1. Activities that enable individuals to focus on their life and 3.38 3.59 3.17 3.38 Vi
career objectives & find ways to achieve them
2. Matching individual goals with the organizational goals to 3 4 3 3.37 Vi
for mutual benefit
Sub-mean 3.37 3.55 3.17 3.36 Vi
I. Planning & goal-setting activities
1. Division/department/unit/section level planning session 3.43 3.61 3.50 3.51 Vi
2. Midyear performance & year-end assessment session 3.48 3.54 3.33 3.45 Vi
3. Preparation of individual performance commitments 3.35 3.50 3.17 3.34 Vi
Sub-mean 3.42 3.55 3.34 3.44 Vi
J. Strategic management activities
1. SWOT analysis 3.23 3.43 3.33 3.33 Vi
2. Agency/institution strategic planning session 3.38 3.43 3.67 3.49 Vi
Sub-mean 3.31 3.43 3.50 3.41 Vi
Mean 3.36 3.49 3.19 3.35 Vi
Legend: 1.0-1.75 – Not important, 1.76-2.50 – Somewhat important, 2.56-3.25 – Important, 3.26-4.00 – Very important

J Edu & Learn, Vol. 19, No. 3, August 2025: 1225-1237

J Edu & Learn ISSN: 2089-9823  1233

3.5. Significant difference in the degree of importance of ODI of the institutions

There were three ODI activities where significant differences were noted. First is under diagnostic
activities, which is “collating and drawing of issues/problems.” A Bonferroni Post Hoc Test revealed a significant
difference in the responses of PN and PMMA respondents (p=0.043). This activity could be significant with the
PN as they are in-charge of trainees who would ensure the safety and security in the country. With PMMA, the
intensity may not be as extensive as that of the PN since most of their trainees are for ship operations. Another is
under team building activities, which is “outdoor activities.” A Bonferroni Post Hoc Test revealed a significant
difference in the responses of PN and PMMA respondents (p=0.013). It is emphasized that most of the PMMA
training instructors are part-timers. Thus, they are commonly excluded from outdoor activities. As with the case of
the activity “open communication,” the Bonferroni Post Hoc Test showed that there is no significant difference
between the responses as its p-value is greater than 0.05 level. To validate, the data was run using Jamovi, which
provided the p-value of 0.033, similar to the one-way ANOVA test result. Then, the Tukey HSD was performed to
validate this result, and the same finding was revealed. As such, the significant difference is considered very weak
that a post hoc test or the Tukey cannot verify the difference.

3.6. SWOT analysis of results and other related data

The strengths-weaknesses-opportunities-threats (SWOT) analysis was performed. This strategy was
considered crucial in identifying areas that need addressing. Other possible data that were useful in the
creation of the ODI, which is proposed, are also included in Table 5 (see appendix).

3.7. Proposed validated ODI for PCG-CGETDC, PN-NETDC, and PMMA-TC

A vital consideration in this proposal is the creation of the OD unit, which will be under the human
resource management office. Its main task is to implement and institutionalize the ODI, with the goal to
improve participation and performance towards institutional efficiency and effectiveness through research-
based ODI. Additionally, it is beneficial to have proper information, education, and assistance to address the
possible issue of selectively implementing the proposed interventions since ODI is something new for a few,
and that change entails resistance.
The proposed interventions and strategies are divided into two matrices to capture all findings,
namely: i) ODI responding to identified weaknesses and threats, and ii) ODI based on those considered by
instructor-respondents as high motivators and significant ODI. To ensure implement ability, each matrix has
the following parts: current issue or highly motivating attributes (HMA) and very important ODI (VI-ODI);
intervention; strategy, resources (personnel & estimated cost); key result area; duration/timeframe; and
evaluation measures for executability reasons. However, only the first four columns are included in this
manuscript due to space limitation. For ODI Program Matrix 1, there are ten identified issues to be addressed
by the proposed ODI, as presented in Table 6. On the other hand, Table 7 presents nine categories that could
highly propel the performance of the instructors.

Table 6. Proposed intervention for current issues

Identified weaknesses and threats Objective Intervention Strategy
Male-dominated institutions To improve hiring and promotion Diversity Unconscious bias training for
process through training human resource personnel
Short number of years of To revise the current rewards Reward systems Review and revise current manual
experience manual by the end of the 2022 on rewards using benchmarking
and gap analysis
Most of the instructors are To provide post-grad scholarships Empowerment and Master’s degree scholarship
bachelor’s degree holder to 5 instructors every two years career planning
Some instructors are undergraduate To provide trainers training Empowerment and IMO MC 6.09 training, IMO MC
career planning 3.12 training, and IMO MC 6.10
training
Multi-tasking To establish a basis for decision Diagnostic Survey
making on multi-tasking
Some instructors approaching To establish a smooth transition Empowerment and Succession planning
retirement process career planning
Budget-and process-related issue To ensure funding for the ODI MBO and QMS Strategic planning
implementation
Non-implementation of ODI by the To create awareness on ODI Awareness Awareness seminar
implementers
No Plantilla positions To increase motivation through Empowerment and Proposal on Plantilla creation
job security career planning
Inconsistent implementation of To improve the evaluation Evaluation and Review, revise, and
evaluation systems and weak instrument and its implementation feedback implementation
evaluation instrument

Attributes affecting instructors’ performance: springboard for organizational … (Victoria Q. Paraggua)

1234  ISSN: 2089-9823

Table 7. Proposed intervention for identified very important ODI and indicators that highly motivate the
respondents
HMA & VI-
Objective Intervention Strategy
ODI
Qualification & To provide education and training related to 1. Empowerment and PhD scholarship
development maritime tasks career planning
2. Job Enrichment Job rotation
Readiness & To increase readiness and commitment to Empowerment and career Training of coaches
commitment tasks and responsibilities planning Creation of coaching manual
Personal welfare 1. To create a motivational package for Reward systems Benchmarking of other institution’s
and rewards employees practices
Gap analysis of what exists and
does not to come up with the best
institutional reward systems
Create guidelines on its coverage
and procedures
2. To improve health and wellness Wellness program Athletics day
Stress management seminar
Mental health seminar
Social-related To improve relationships and teamwork 1. Team building Sensitivity/ diversity training
2. Diversity Diversity career page on the website
Diverse mentorships & counseling
Creation of Inclusion council
Diversity day
Strengthen anti-discriminatory
policies by incorporating diversity
into company policies and practices
Policies, process To improve the process and procedural 1. QMS Risk-based approach
& systems systems in operations Management review
2. Process consultation Process consultation
Planning-related To ensure the achievement of MBO SWOT through survey
organizational goals Strategic planning
Task-related 1. Job enrichment Job redesigning
To motivate employees using task identity
2. Role analysis and Role analysis and negotiation
and job importance
negotiation
Physical To improve the physical facilities and Technological Assessment
Environment workspaces Maintenance plan
Creation of land use development &
infrastructure plan (LUDIP)
Evaluation- To implement a standardized evaluation and Feedback and evaluation Survey
related feedback system

4. CONCLUSION
The current pool of training instructors of the PCG-CGETDC, PN-NETDC, and the PMMA-TC are
equipped with desirable knowledge, competence, skills, and work values. Their strengths and weaknesses
have similarities and differences. At the same time, they are highly motivated by different performance
attributes. They have similar views and are open to development as they find many OD interventions
valuable. These results were useful inputs in the development of the output. Upon the inclusion of all
necessary data and the validation of experts from the three institutions, the proposed validated ODI can be
readily implemented.

APPENDIX

Table 5. Summary of strengths-weaknesses-opportunities-threats

Determinants List of strengths-weaknesses-opportunities-threats
Strengths 1. Many of the instructors are of young age, 40 years old and below
2. Acceptable salary ranging from 21,000 to 60,000 pesos
3. Very good performance based on latest evaluation results
4. Identified individual and collective attributes that highly motivate the PCG, PN and PMMA training
instructors
5. Some of the profiles were of significant relationship with a few of the attributes.
6. Identified ODI considered very important
7. Educational scholarships provided to the instructors and other staff
8. Modernization programs exist at the PCG and the PN
9. Promotion at PCG and PN are in place

J Edu & Learn, Vol. 19, No. 3, August 2025: 1225-1237

J Edu & Learn ISSN: 2089-9823  1235

Table 5. Summary of strengths-weaknesses-opportunities-threats (continue)

Determinants List of strengths-weaknesses-opportunities-threats
Weaknesses 1. Maritime is male-dominated
2. Short number of years of experience
3. Maritime is male-dominated
4. Short number of years of experience
5. Most of the instructors are bachelor’s degree holder, with only 6.54% with post-graduate; while
19.63% are undergraduate (42 out of 214)
6. Multi-tasked instructors
7. Some attributes moderately stimulate them to perform that affect achieving goals, autocratic leadership
common to military, and adjustment to tasks diversity
8. Some ODI such as cross group activities and confrontation meetings considered as only important
9. PMMA training instructors have considered many of the ODI as only important
10. No Plantilla position for PMMA-TC
11. Inconsistent implementation of evaluation system at PCG
12. PMMA-TC evaluation instrument needs revision
13. Limited scholarships
Opportunities 1. CHED provides scholarship
2. ODI consultants are available and can be contacted via online platform
Capturing the identified strengths as opportunity for improvement
a. Young generation as instructors is a helpful assurance that if they are given the right education,
training and experience, these institutions will have a pool of capable instructors
b. Identified strengths, the institutions can take advantage of that information to come up with a win-
win solution in motivating their instructors
c. Aligning ODI with the identified motivators could result to a better proposal for OD interventions
Openness to development of the frontrunners of change of these institutions
Threats 1. Lucrative jobs abroad could lure many officers and enlisted men to resign or retire early resulting to
high employee turnover
2. Government budget cuts resulting to inadequate or no funding for the ODI program
Capturing the identified weaknesses as threats to Improvement
a. Some instructors approaching retirement
b. High turnover due to number of instructors who are receiving below 20,000 pesos per month
c. Number of female recruits is still minimal as compared to their male counterparts
d. Budget- and process-related. Some of the motivators require expenditures
e. Non-acceptance and non-implementation of the implementers to ODI
f. OD interventions are not institutionalized
PMMA-TC focused on in-house training, limiting possible source of income in implementing ODI

ACKNOWLEDGEMENTS
The researchers sincerely appreciate the PMMA Department of Research, Development, and
Extension team for their assistance, especially in the statistical treatment of the study, as well as the PMMA
Research Council for their appreciation of the results and support for its implementation and funding
(Research Grant-RC Resolution No. 11 S-2024). More importantly, they acknowledge RADM NICHOLS A
DRIZ PN, Commandant, Naval Education, Training and Doctrine Command (NETDC), COMMO
EUSTACIO NIMROD ENRIQUEZ JR PCG, Director of the Coast Guard Education, Training and Doctrine
Command (CGETDC), and COMMO JOEL Y ABUTAL PMMA, Superintendent, for their open-mindedness
to development that paved the way to the realization of this research project.

REFERENCES
[1] N. Richman, “Human resource management and human resource development: evolution and contributions,” Creighton Journal
of Interdisciplinary Leadership, vol. 1, no. 2, pp. 120–129, Nov. 2015, doi: 10.17062:CJIL.v1i2.19.
[2] M.A. Kareem, “The impact of human resources development on employee performance and organizational effectiveness,”
Management Dynamics in the Knowledge Economy, vol. 7, no. 3, pp. 307-322, 2019, doi: 10.25019/mdke/7.3.02.
[3] A.N. Khattak, A.M. Bindawas, and M.I. Khan, “Classification of organizational development interventions: an exploratory
literature review,” Journal of Asian Development, vol. 12, no. 4, pp. 73–85, 2023, doi: 10.62345/jads.2023.12.4.5.
[4] W. Wu and S. Preudhikulpradab, “Organization development interventions to improve leadership, communication, support,
career development and justice of Generation Y & Z: A case study of China,” AU-GSB e-Journal, vol. 15, no. 1, 2022, doi:
10.14456/augsbejr.2022.62.
[5] E. A. Augustine, B. J. Inyang, O. E. Ekpe, O. N. John, E. B. Richard, and E. S. Felix, “Organizational development: an
intervention strategy for effective corporate performance in Nigeria,” British Journal of Management and Marketing Studies, vol.
4, no. 2, pp. 9–25, 2021.
[6] A. Verghese, “OD interventions for sustainable excellence in higher education,” in Conference on Global Competition &
Competitiveness of Indian Corporate, Institutional Repository of Indian Institute of Management Kozhikode, Ed.; pp. 39–51.
2007.
[7] C. Echebir, S. Amundsen, and M. Engen, “Linking structural empowerment to employee-driven innovation: the mediating role of
psychological empowerment,” Administrative Sciences, vol. 10, no. 3, 2020.

Attributes affecting instructors’ performance: springboard for organizational … (Victoria Q. Paraggua)

1236  ISSN: 2089-9823

[8] Tran and Q. Hung, “Factors affecting job motivation among faculty members: evidence from Vietnamese Public Universities,”
The Journal of Asian Finance, Economics and Business, vol. 7, no. 9, pp. 603–611, Sep. 2020, doi:
10.13106/jafeb.2020.vol7.no9.603.
[9] H. O. Falola, A. Adeniji, J. O. Adeyeye, E. E. Igbinnoba, and T. Atolagbe, “Measuring institutional support strategies and faculty
job effectiveness,” Heliyon, vol. 6, no. 3, p. e03461, Mar. 2020, doi: 10.1016/[Link].2020.e03461.
[10] A. G. Snook, Á. B. Schram, Þ. Sveinsson, and B. D. Jones, “Needs, motivations, and identification with teaching: a comparative
study of temporary part-time and tenure-track health science faculty in Iceland,” BMC Medical Education, vol. 19, no. 1, Sep.
2019, doi: 10.1186/s12909-019-1779-4.
[11] N. L. Lopez and E. A. Irene, “Motivation and commitment to teaching among pre-service teachers of a State University in Samar,
Philippines,” Journal of Academic Research, vol. 2, no. 3, pp. 18–29, Oct. 2017.
[12] O.S. Dimailig and J. Jeong, “Statistical analysis of maritime traffic volume at Manila Bay, Philippines,” Journal of the Korean
Society of Marine Environment and Safety, vol. 18, no. 4, pp. 323–330, 2012, doi: 10.7837/kosomes.2012.18.4.323.
[13] F.A. Memon, “Improving employee’s engagement in change: Reassessing Kurt Lewin’s model,” City University Research
Journal, vol. 11, no. 1, 2021.
[14] M. A. Asumeng and J. A. Osac-Larbi, “Organization development models: a critical review and implications for creating learning
organizations,” European Journal of Training and Development Studies, vol. 2, no. 3, pp. 29−43, Sep. 2015.
[15] A. J. Trivedi and A. Mehta, “Maslow’s hierarchy of needs-theory of human motivation,” International Journal of Research in all
Subjects in Multi Languages, vol. 7, no. 6, pp. 38-41, 2019.
[16] S.A. Rehman, S. Sehar, and M. Afzal. “Performance appraisal; application of victor vroom expectancy theory,” Saudi Journal of
Nursing and Health Care, vol. 02, no. 12, pp. 431–434, 2019, doi: 10.36348/sjnhc.2019.v02i12.008.
[17] M. Alshmemri, L. Shahwan-Akl, and P. Maude, “Herzberg’s two-factor theory,” Life Science Journal, vol. 14, no. 5, pp. 12-16,
2017.
[18] M. Inuwa, “Relationship between job equity and performance of employee: A literature review,” International Journal of
Business and Management Future, vol. 1, no. 1, pp. 8-15, 2017.
[19] D. Elger, “Theory of performance,” Faculty Development Series, University of Idaho.
[20] K. P. Kuchinke, “Human development as a central goal for human resource development,” Human Resource Development
International, vol. 13, no. 5, pp. 575–585, Nov. 2010, doi: 10.1080/13678868.2010.520482.
[21] L. Grimett, “The status of women within the maritime sector,” American Journal of Industrial and Business Management, vol.
14, no. 01, pp. 1–35, 2024, doi: 10.4236/ajibm.2024.141001.
[22] A.-N. Liu, N. Liu, and A. Wang, “Why can’t rural schools retain young teachers? An analysis of the professional development of
rural school teachers in China: Taking teachers in rural western China,” Social Sciences & Humanities Open, vol. 5, no. 1, p.
100238, Jan. 2022, doi: 10.1016/[Link].2021.100238.
[23] C. C. David, J. R. G. Albert, and J. F. V. Vizmanos, “Pressures on public school teachers and implications on quality,” PIDS
Policy Notes, Feb. 2019, [Online]. Available: [Link]
[24] M. A. Alromaihi, Z. A. Alshomaly, and S. George, “Job satisfaction and employee performance: A theoretical review of the
relationship between the two variables,” International Journal of Advanced Research in Management and Social Sciences, vol. 6,
no. 1, pp. 1−20, 2017.
[25] C. M. Wong and L. E. Tetrick, “Job crafting: older workers’ mechanism for maintaining person-job fit,” Frontiers in Psychology,
vol. 8, Sep. 2017, doi: 10.3389/fpsyg.2017.01548.
[26] G. N. Powell, Women and men in management, 5th ed. Sage Publications, Inc., 2018.
[27] K. Al-Omari and H. Okasheh, “The influence of work environment on job performance: a case study of engineering company in
Jordan,” International Journal of Applied Engineering Research, vol. 12, no. 24, pp. 15544−15550, 2017.
[28] K. S. A. Widiani and G. S. Wayan, “The influence of job experience, job performance, and employee loyalty on job promotion,”
American Journal of Humanities and Social Sciences Research, vol. 4, no. 12, pp. 113−118, 2020.
[29] M. H. A. H. Asaari, N. M. Desa, and L. Subramaniam, “Influence of salary, promotion, and recognition toward work motivation
among government trade agency employees,” International Journal of Business and Management, vol. 14, no. 4, pp. 48–59,
2019, doi: 10.5539/ijbm.v14n4p48.
[30] M. Allen, The SAGE encyclopedia of communication research methods, Thousand Oaks, CA: SAGE Publications, Inc, 2017, doi:
10.4135/9781483381411.
[31] H. E. Cletus, N. A. Mahmood, A. Umar, and A. D. Ibrahim, “Prospects and challenges of workplace diversity in modern day
organizations: a critical review,” HOLISTICA–Journal of Business and Public Administration, vol. 9, no. 2, pp. 35–52, 2018, doi:
10.2478/hjbpa-2018-0011.
[32] J. Rodriguez and K. Walters, “The importance of training and development in employee performance and evaluation,” World
Wide Journal of Multidisciplinary Research and Development, vol. 3, no. 10, pp. 206–212, 2016.
[33] O. Serrat, Coaching and Mentoring. In: Knowledge Solutions, Springer, Singapore, 2017, doi: 10.1007/978-981-10-0983-9_101.
[34] B. Raza, M. Ali, S. Ahmed, and A. Moueed, “Impact of managerial coaching on employee performance and organizational
citizenship behavior: Intervening role of thriving at work,” Pakistan Journal of Commerce and Social Sciences (PJCSS), vol. 11,
no. 3, pp. 790–813, 2016.
[35] M. A. Bawa, “Employee motivation and productivity: a review of literature and implications for management practice,”
International Journal of Economics, Commerce and Management, vol. v, no. 12, December 2017.
[36] V. Q. Paraggua, F. D. Mobo, R. C. Acuavera, L. R. Villavicencio, G. C. Pasa, and S. L. R. Atejera, “SWOT analysis in a
maritime higher education institution: strategic planning basis for institutional efficiency,” Aksara: Jurnal Ilmu Pendidikan
Nonformal, vol. 8, no. 1, pp. 631–648, 2022.

J Edu & Learn, Vol. 19, No. 3, August 2025: 1225-1237

J Edu & Learn ISSN: 2089-9823  1237

BIOGRAPHIES OF AUTHORS

Victoria Q. Paraggua is the Director of the Department of Research, Development and

Extension in the Philippine Merchant Marine Academy (PMMA). Currently, she is a professor teaching
in the PMMA Graduate School. She is a graduate of Ph.D. in Development Administration from Don
Mariano Marcos Memorial State University – Open University System. In addition, she earned a Master
of Science degree in Maritime Affairs major in Shipping Management at the World Maritime University
in Malmo, Sweden. She is also a holder of Master of Arts in Education major in Instructional Supervision
and taught for 32 years. She is a thesis adviser, panelist, peer reviewer, scientific committee member and
was a keynote speaker in different international conferences. Since 2010, she has been spearheading
numerous researches which are presented and published both local and international conferences. She can
be contacted at email: [Link]@[Link].

Brillo S. Paje is a professor in the Graduate Program of Don Mariano Marcos Memorial
State University (DMMMSU) – Open University System and an affiliate professor of DMMMSU Mid La
Union Campus Graduate School. He was the former head of Planning and Resource Development as well
as Student Affairs and Services. Currently, he is the head of Auxiliary Unit and the PRO of DMMMSU
Faculty Association. He was a former participant in the RP-Canada World Youth Exchange Program in
Saskatchewan and Alberta, Canada and a consultant of EMMS Psychological and Educational Services.
He is a thesis and dissertation adviser, resource speaker in various topics to different agencies-
organizations and an avid facilitator of group dynamics activities. He can be contacted at email:
bpaje@[Link].

Attributes affecting instructors’ performance: springboard for organizational … (Victoria Q. Paraggua)