The study was conducted to determine the relationship between the psychological contract in terms of relational contract, transactional contract, perceived employer’s commitment to the employees, and employee’s commitment to the employer and the levels of motivation of college educators in General Mariano Alvarez (GMA) and Carmona, Cavite. Ninety-nine full-time college educators were randomly chosen as respondents from four colleges/universities. Findings revealed there is strong psychological contract in terms of relational contract and employees’ commitment to the employer. This means a long term relationship creates trust and loyalty to the institution, which in turn commit itself to its employers that eventually affect the level of motivation of the educators. On the other hand, there is a moderate psychological contract in terms of transactional contract and the perceived employers’ commitment to the employees that there is no significant relationship between these two and the level of motivation. Most educators are motivated because of intrinsic factors, such as recognition from their students, sense of accountability and responsibility, and feeling of professional growth. Extrinsic factors, on the other hand, include having camaraderie with their co-educators, associating with their students, and seeing their improvement.
ISSN 2244-6338 (Online)
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