CHAPTER 4 FINDINGS
SUMMARY
This research entitled An Analysis of Leisure Motivation Factors and Leisure Needs of Primary Education Teachers: Basis for a Proposed Cooperative Recreation and Wellness Program described and analyzed the different leisure motivation factors and leisure needs of teachers for engaging in the school’s leisure activities as basis for the development of a Cooperative Recreation and Wellness Program.
Specifically, this research sought to answer the following questions:
1. What are the reasons of teachers for engaging in leisure activities in terms of the following factors:
a. Intellectual factor b. Social factor
c. Competence-Mastery factor d. Stimulus-Avoidance factor
2. Which of these Faculty Leisure Activity / Activities has best met primary education teachers’
leisure needs, and should be included in the school's faculty development program?
3. What other innovative activity / activities (aside from the previous Faculty leisure offerings) do primary education teachers suggest they might be interested in participating in the future (new normal) to help enhance their personal and social development?
4. What was the foundation for the virtual recreation and wellness program in terms of analysing the leisure motivation and leisure needs of primary education teachers in response to the concurrent pandemic?
This study utilized two survey questionnaires with the use of quantitative (closed-ended design survey) and qualitative (open-ended design survey) methods. To determine the reasons for teachers to engage in leisure activities, the Leisure Motivation Scale (LMS) developed by Beard and Ragheb (1983) was used. To identify the leisure needs of primary education teachers for activities in recreation and wellness, a Needs Assessment survey was given.
However, this research has a specific scope and limitations. The researcher had no precise program strategy in mind prior to conceiving the action research. However, based on the findings of the Leisure Needs Assessment, the majority of participants showed a desire for a recreation and wellness experience. As a result, the development of a Virtual Cooperative Recreation and Wellness Program was included in the research plan of action. Furthermore, the Virtual Cooperative Recreation and Wellness Program were conceptualized solely on the basis of the number of respondents in this study. The reflection on the theoretical basis of Hettler's Six Dimensions of Wellness, on the other hand, placed focus on the evaluation process primarily to further explore how an individual achieves wellness by finding balance in those six important areas.
FINDINGS
The findings of the research were specified as follows:
1. For reasons of teachers for engaging in leisure activities in terms of various motivation factors, results from the summary of the Leisure Motivation Scale (LMS) indicated the following:
a. To analyze the findings on Table 1 for the Intellectual factor being one with the highest mean ( M=4.23) among the other motivation factors explicitly shows that activities teachers always
find interesting to engage in are those that provide opportunities for thinking and problem- solving and those that foster their sense of discovery and creativity.
b. Secondly, results in the Stimulus-Avoidance factor with a M = 4.01 from Table 1.3 reveal that teachers often prefer to engage in leisure activities that seek solitude and calm conditions, and activities that are intended to calm individuals and encourage a safe space.
c. Thirdly, as seen from the findings in Table 1.2 for the Competence-Mastery factor with a M = 3.71, teachers are frequently involved in activities that both challenge their capabilities and promote mastery of their skills. They like learning about their abilities and how to enhance their skills in doing them.
d. Lastly, although social factor with a M = 3.66 seemed to be the least favoured among the teachers if the only purpose for engaging in leisure is to obtain esteem from others or to gain recognition, prestige, and respect. Teachers, on the contrary, stated that developing friendship and interpersonal ties are significantly better motivations for them to pursue and engage in leisure, as seen from the results on Table 1.1.
2. On the Leisure Needs of teachers pertaining to Table 2 previously (p. 51), the majority of the school-organized programs in which teachers participated showed that all of the respondents are actively involved in the school's institutional development programs. Teachers demonstrated their support for the institution by participating in the many programs that were planned and made available to them. The top three most favoured activities of teachers were Growth Day (a
departmental activity), with a poll of 100%. Tied on the 93% spot are Retreat/Recollection and LSPA Night (a school-sponsored activity organized by the La Salle Parents ‘Association). And Faculty Outing. Among the other activities are Reachout Activity, Self-help Talks or Seminars, Fun Run, Tree Planting Activity or Coastal Clean-up, Brother’s Cup and Medical-Dental Mission.
On the other hand, based on Table 2.1 for the School-sponsored Activities vis-à-vis Teachers’ Leisure Needs, six among the leisure activities that teachers have participated in have been voted for by teachers to be retained or maintained in the next school years as part of the school's development program. Thus, these activities are said to have best met the leisure needs of primary education teachers. Exercise and Wellness with an 84% vote was one of the activities with the highest poll
among the five others.
Other leisure activities that follow were Annual Faculty Outing (64%), Departmental Growth Day (53%), Retreat and Recollection (33%), Reach-out (20%) activities and Self-care: Rest time or free period (13%).
3. In Table 3: Other Innovative Activities Suggested by Teachers, teachers recommended some creative activities (not previously given in the Faculty Development Program) that they would want to incorporate in addition to the school's development program. Top 3 activities were Recreation and Wellness received the most votes, with an 88% approval rating. Participating in educational trips (66%) such as Lakbay-Aral by Department, in which teachers travel or visit tour destinations outside of Metro Manila relevant to their department subject, was another popular leisure activity. They understand that the knowledge/information they will acquire from this rich experience will help them grow personally and professionally, as well as equip them in
becoming effective and motivated teachers. Furthermore, Self-Care: Free Day and Relaxation with 20% votes is something they always look forward to as well to unwind, pamper themselves, to release stress after a hard week’s work especially during trimestral exams or to simply enjoy a free day without thinking much about work on occasions such as Lasallian Educator’s Day or the likes.
4. Based on the data gathered from both questionnaires used for leisure motivation and leisure needs of teachers, connections from those findings were the basis for the development of a Virtual Cooperative Recreation and Wellness Program as a way to address teachers’ desire to have a recreation and wellness activity despite the peril of the pandemic. The ADDIE Model was utilized to provide an appropriate method of designing the said program.
