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Factors impacting teachers' motivation and commitment to teaching
Author
Tan, Sandra Sai Leng
Supervisor
Khoo, Angeline
Abstract
One of the aims of this study was to investigate whether both Herzberg's motivation-hygiene theory and Rotter's locus construct theory can be applied in tandem in an integrated study to investigate the relationship between the subjects' locus of control and their satisfaction and dissatisfaction level, as well as their commitment to the teaching profession. A second aim was to establish whether "internals" would rate higher in motivation (satisfaction) and commitment than "externals" would rate higher in hygiene (dissatisfaction) that the "internals". A third aim was to examine the effect that locus of control, age, gender, length of service, qualification, level taught and marital status had on teachers' satisfaction, dissatisfaction and commitment to teaching.
The subjects for the study consisted of 196 in-service teachers from primary and secondary schools. The instrument administered to these subjects was a 103-item questionnaire, with 26 items measuring job satisfaction derived from motivation factors, 22 items measuring dissatisfaction with hygiene factors, 35 items measuring commitment to teaching, and 20 items measuring teachers' locus control.
The study has affirmed that both theories could be integrated for studying work motivation. The findings showed that the "internals" were largely intrinsically motivated, had higher mean scores for job satisfaction and were more committed that the "externals". The results revealed that younger males were more motivated than older male teachers; teachers with more than 5 years of service were more committed than those with less than 5 years; teachers with less than 5 years of teaching experience have greater dissatisfaction with hygiene factors than those with more than 5 years of service; non graduates were more committed than graduate, graduates were more dissatisfied than non-graduates; the married were more committed than the single teachers; and younger single teachers were more dissatisfied with hygiene factors than the married.
The subjects for the study consisted of 196 in-service teachers from primary and secondary schools. The instrument administered to these subjects was a 103-item questionnaire, with 26 items measuring job satisfaction derived from motivation factors, 22 items measuring dissatisfaction with hygiene factors, 35 items measuring commitment to teaching, and 20 items measuring teachers' locus control.
The study has affirmed that both theories could be integrated for studying work motivation. The findings showed that the "internals" were largely intrinsically motivated, had higher mean scores for job satisfaction and were more committed that the "externals". The results revealed that younger males were more motivated than older male teachers; teachers with more than 5 years of service were more committed than those with less than 5 years; teachers with less than 5 years of teaching experience have greater dissatisfaction with hygiene factors than those with more than 5 years of service; non graduates were more committed than graduate, graduates were more dissatisfied than non-graduates; the married were more committed than the single teachers; and younger single teachers were more dissatisfied with hygiene factors than the married.
Date Issued
2001
Call Number
LB2840 Tan
Date Submitted
2001