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A study of relationship between motivation of secondary school teachers and their commitment to the teaching profession
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Type
Thesis
Author
Lim, Han Soon
Supervisor
Chong, Keng Choy
Tay-Koay, Siew Luan
Ong, Sit Tui
Abstract
This study attempted to use a Likert-scale instrument based on Herzberg's Theory to identify different groups of teachers; "motivation seekers", "hygiene seekers", and those concerned or not concerned with "motivator and hygiene factors". Another purpose was to determine whether a relationship existed between motivation and hygiene, between motivation and commitment, and between hygiene and commitment. The question of whether the demographic variables (number of years of experience, years in the same school, sex, marital status, academic qualifications, level and stream taught) had any effect on motivation, hygiene and commitment was also examined.
The sample consisted of 661 teachers from 19 randomly picked government secondary schools.
The findings are:
Herzberg's Theory could be applied in education to identify groups of teachers.
The "high motivation seekers" are more committed than "low motivation seekers" but there is no significant difference in terms of commitment between "high hygiene seekers" and "low hygiene seekers".
Significant relationships exist between motivation and hygiene, between motivation and commitment but not between hygiene and commitment.
The results show that the following demographic variables, namely years in the same school, sex, marital status, academic qualifications, level and stream taught, do not make any significant differences in the mean motivated scores. The only demographic variable that seems to have any impact on motivation is the number of years of teaching experience. Teachers with more than 20 years of teaching experience seem to be more satisfied than those with more than 10 years and less than 15 years of teaching experience.
The results show that there are no significant differences in hygiene (dissatisfaction) scores for the following demographic variables: the number of years in the same school, academic qualifications, level and stream taught. However, there are significant differences in hygiene (dissatisfaction) scores for teachers with different years of teaching experience, of different sex and marital status. Teachers with less than five years of teaching experience seem to have higher of dissatisfaction than those with more than 15 years teaching experience. Female teachers appear to be more dissatisfied than male teachers. Single teachers seem to be more dissatisfied than married teachers.
The results show that there are no significant differences in commitment scores for the following demographic variables: marital status, academic qualifications and stream taught. However, there are significant differences in commitment scores for teachers of different sex, teachers with different years of teaching experience, with different years in the same school and level taught. Male teachers seem to be more committed than female teachers. Teachers with more than 20 years of teaching experience seem to be more committed than those with less than 20 years. Teachers with more than 15 years and less than 20 years in the same school seem to be more committed than those with less than 5 years in the same school. Teachers teaching in upper and lower secondary seem to be more committed than those teaching only lower secondary.
Four main extreme groups were identified, namely Group 1, those who scored high on both motivation and hygiene; Group 2, those who scored high on motivation but low in hygiene; Group 3, those who scored low on motivation but high in hygiene; Group 4, those who scored low on both motivation and hygiene.
The results show that there are significant differences in commitment scores between these four extreme groups.
A significant relationship exists between sex and the four main extreme groups but there are no relationships between these four extreme groups and the following variables: marital status, academic qualifications, teaching different levels, teaching different streams, different years of teaching experience and different years in the same school.
Further research into motivation and commitment to the teaching profession and how teachers felt about their work could be conducted using a Likert-scale questionnaire based on Herzberg's Theory to provide further support for the reliability and validity of this technique used.
The sample consisted of 661 teachers from 19 randomly picked government secondary schools.
The findings are:
Herzberg's Theory could be applied in education to identify groups of teachers.
The "high motivation seekers" are more committed than "low motivation seekers" but there is no significant difference in terms of commitment between "high hygiene seekers" and "low hygiene seekers".
Significant relationships exist between motivation and hygiene, between motivation and commitment but not between hygiene and commitment.
The results show that the following demographic variables, namely years in the same school, sex, marital status, academic qualifications, level and stream taught, do not make any significant differences in the mean motivated scores. The only demographic variable that seems to have any impact on motivation is the number of years of teaching experience. Teachers with more than 20 years of teaching experience seem to be more satisfied than those with more than 10 years and less than 15 years of teaching experience.
The results show that there are no significant differences in hygiene (dissatisfaction) scores for the following demographic variables: the number of years in the same school, academic qualifications, level and stream taught. However, there are significant differences in hygiene (dissatisfaction) scores for teachers with different years of teaching experience, of different sex and marital status. Teachers with less than five years of teaching experience seem to have higher of dissatisfaction than those with more than 15 years teaching experience. Female teachers appear to be more dissatisfied than male teachers. Single teachers seem to be more dissatisfied than married teachers.
The results show that there are no significant differences in commitment scores for the following demographic variables: marital status, academic qualifications and stream taught. However, there are significant differences in commitment scores for teachers of different sex, teachers with different years of teaching experience, with different years in the same school and level taught. Male teachers seem to be more committed than female teachers. Teachers with more than 20 years of teaching experience seem to be more committed than those with less than 20 years. Teachers with more than 15 years and less than 20 years in the same school seem to be more committed than those with less than 5 years in the same school. Teachers teaching in upper and lower secondary seem to be more committed than those teaching only lower secondary.
Four main extreme groups were identified, namely Group 1, those who scored high on both motivation and hygiene; Group 2, those who scored high on motivation but low in hygiene; Group 3, those who scored low on motivation but high in hygiene; Group 4, those who scored low on both motivation and hygiene.
The results show that there are significant differences in commitment scores between these four extreme groups.
A significant relationship exists between sex and the four main extreme groups but there are no relationships between these four extreme groups and the following variables: marital status, academic qualifications, teaching different levels, teaching different streams, different years of teaching experience and different years in the same school.
Further research into motivation and commitment to the teaching profession and how teachers felt about their work could be conducted using a Likert-scale questionnaire based on Herzberg's Theory to provide further support for the reliability and validity of this technique used.
Date Issued
1985
Call Number
LB2832.4.S5 Lim
Date Submitted
1985