Options
Factors contributing to teachers' motivation
Author
Lee, Hwee Ping
Supervisor
Low, Guat Tin
Abstract
This study used a Likert-scale instrument based on Herzberg's Theory to identify the level of job motivation of teachers, namely the highly motivated and the least motivated. Another purpose was to determine whether a relationship exists between the two groups of teachers and their perceptions of motivators and hygiene factors that motivate them to work hard. The effects of the teachers' demographic variables such as gender, martial status, age, level taught, years of teaching experience in the same school and educational qualification on their motivation and their perceptions of factors that motivate them to work hard are also examined.
A sample consisting of 63 teachers was obtained for the study. The main findings are :
The highly motivated teachers area more concerned with both motivators and hygiene factors that motivate them to work hard.
The results showed that there were no significant differences in the motivation score (Part A & B of questionnaire) for the following variables : martial status, age years of teaching experience in the same school and educational qualification. However, there was significant difference in the motivation scores for male and female teachers. The results showed that the male teachers are more motivated than the female teachers.
The results showed that there were no significant differences in the factors score (part C of questionnaire) for the following variables: gender, martial status, age, level taught, years of teaching experience, years of teaching experience in the same school and educational qualification. It seemed that the teacher variables did not affect the teachers' perception of factors that motivate them to work hard.
The study showed that many teachers especially teachers with less than 20 years of teaching experience joined the teaching profession mainly for the love and interest for teaching. while teachers who have more than 20 years of teaching experience responded that teaching was one of the three main career choices (nursing, teaching and clerical work) offered during their time.
From the study, factors that motivate and give teachers job satisfaction were a0 appreciation and recognition for a job well done by school, parents and pupils; b) pupils' performance, achievement and growth; c) good salary, bonuses and other medical benefits; d) supportive administrators and parents ; e) good prospect for promotion; f) good working relation with colleagues; g) personal growth and development; h) challenging work; and I) self-actualisation and self esteem.
From the study, factors that contributed largely to job dissatisfaction were a) administration work or duties unrelated to teaching; b) dealing with unreasonable and difficult parents; c) unfair treatment and assessment by supervisors. In addition d) unequal distribution of workload; e) unappreciative and non-supportive administrators and parents; f) lack of respect and recognition given for a job well done by school, parents and pupils; g) lack of unity in leadership and unclear job dissemination; and h) working with uncaring and difficult colleagues added to the job dissatisfaction.
Further research into teachers' motivation and commitment to the teaching profession should be conducted as it is imperative that pupils are taught by such teachers. The strength of an education system depends largely on the quality of its teachers.
A sample consisting of 63 teachers was obtained for the study. The main findings are :
The highly motivated teachers area more concerned with both motivators and hygiene factors that motivate them to work hard.
The results showed that there were no significant differences in the motivation score (Part A & B of questionnaire) for the following variables : martial status, age years of teaching experience in the same school and educational qualification. However, there was significant difference in the motivation scores for male and female teachers. The results showed that the male teachers are more motivated than the female teachers.
The results showed that there were no significant differences in the factors score (part C of questionnaire) for the following variables: gender, martial status, age, level taught, years of teaching experience, years of teaching experience in the same school and educational qualification. It seemed that the teacher variables did not affect the teachers' perception of factors that motivate them to work hard.
The study showed that many teachers especially teachers with less than 20 years of teaching experience joined the teaching profession mainly for the love and interest for teaching. while teachers who have more than 20 years of teaching experience responded that teaching was one of the three main career choices (nursing, teaching and clerical work) offered during their time.
From the study, factors that motivate and give teachers job satisfaction were a0 appreciation and recognition for a job well done by school, parents and pupils; b) pupils' performance, achievement and growth; c) good salary, bonuses and other medical benefits; d) supportive administrators and parents ; e) good prospect for promotion; f) good working relation with colleagues; g) personal growth and development; h) challenging work; and I) self-actualisation and self esteem.
From the study, factors that contributed largely to job dissatisfaction were a) administration work or duties unrelated to teaching; b) dealing with unreasonable and difficult parents; c) unfair treatment and assessment by supervisors. In addition d) unequal distribution of workload; e) unappreciative and non-supportive administrators and parents; f) lack of respect and recognition given for a job well done by school, parents and pupils; g) lack of unity in leadership and unclear job dissemination; and h) working with uncaring and difficult colleagues added to the job dissatisfaction.
Further research into teachers' motivation and commitment to the teaching profession should be conducted as it is imperative that pupils are taught by such teachers. The strength of an education system depends largely on the quality of its teachers.
Date Issued
2001
Call Number
LB2840 Lee
Date Submitted
2001