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The relationship between organisation structure and teacher motivation in a sample of primary schools in Singapore, 1984
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Type
Thesis
Author
Loh, Ai
Supervisor
Ussher, John
Abstract
The purpose of this study was to examine the relationship of organisational variables to teacher motivation to perform in a sample of primary schools in Singapore. It also sought to find out what differences, if any, existed between the organisational structures of one primary school and the others.
The unit of analysis consisted of primary schools in the state of Singapore which had been functioning for at least three years. A random sample of eighteen schools was selected for the study. A random sample of fifteen teachers from each school provided the data.
Hage's axiomatic theory of organisation was employed to determine the organisational structure. School means of complexity, centralization, formalisation and stratification were used to describe the organisational structures of the schools. Teacher motivation was operationalised in terms of the school reward system as measured by Vroom's and Porter and Lawler's expectancy theory of motivation. The expectancy theory states that motivation or effort to perform is a sum of the expectancy of achieving a certain level of performance and the multiplicative function of the likelihood of the reward and the importance of the reward to the individual. One advantage of this process approach towards motivation is that it helps to explain why a person is motivated and how motivation can be related to effort and performance.
Complexity was measured directly by the number of years of qualified teaching experience. The other organisational variables and sub-sections of teacher motivation were determined by adapting the questionnaire used by Scott Herrick in his study of the relationship of organisation structure to teacher motivation in multi-unit and non multi-unit elementary schools in Wisconsin in 1974.
Nine hypotheses were formulated to answer these general questions :
1) Is the organisational structure of one primary school significantly different from that of the others?
2) Is the level of teacher motivation in one primary school significantly different for that of the others?
3) Is there any significant relationship between the organisational variables of complexity, centralisation, formalisation and stratification and a teacher's motivation to perform?
The major findings of the study were as follows :
1) There were no significant differences between one primary school and the others in centralisation, stratification and the level of teacher motivation.
2) There were significant differences between one primary school and the others in the complexity as measured by years of teaching experience and formalisation of rules and regulations.
3) These primary schools were highly centralised, formalised and stratified.
4) Centralisation, formalisation and stratification were significant predictors of teacher motivation.
5) Complexity, as measured by teaching experience was not a significant predictor of teacher motivation.
Based upon the study, it could be envisaged that Hage's theory of organisation and the expectancy theory of motivation could be used for further investigations in other primary schools in Singapore. However, more importantly, the study revealed that if the higher levels of teacher motivation were to be achieved in these schools, the administration should be less centralised and rewards should be more widespread and justly distributed. It could be also be suggested that studies be undertaken to look into how best complexity can be determined in these schools and to see whether this variable could be related to teacher motivation to perform.
The unit of analysis consisted of primary schools in the state of Singapore which had been functioning for at least three years. A random sample of eighteen schools was selected for the study. A random sample of fifteen teachers from each school provided the data.
Hage's axiomatic theory of organisation was employed to determine the organisational structure. School means of complexity, centralization, formalisation and stratification were used to describe the organisational structures of the schools. Teacher motivation was operationalised in terms of the school reward system as measured by Vroom's and Porter and Lawler's expectancy theory of motivation. The expectancy theory states that motivation or effort to perform is a sum of the expectancy of achieving a certain level of performance and the multiplicative function of the likelihood of the reward and the importance of the reward to the individual. One advantage of this process approach towards motivation is that it helps to explain why a person is motivated and how motivation can be related to effort and performance.
Complexity was measured directly by the number of years of qualified teaching experience. The other organisational variables and sub-sections of teacher motivation were determined by adapting the questionnaire used by Scott Herrick in his study of the relationship of organisation structure to teacher motivation in multi-unit and non multi-unit elementary schools in Wisconsin in 1974.
Nine hypotheses were formulated to answer these general questions :
1) Is the organisational structure of one primary school significantly different from that of the others?
2) Is the level of teacher motivation in one primary school significantly different for that of the others?
3) Is there any significant relationship between the organisational variables of complexity, centralisation, formalisation and stratification and a teacher's motivation to perform?
The major findings of the study were as follows :
1) There were no significant differences between one primary school and the others in centralisation, stratification and the level of teacher motivation.
2) There were significant differences between one primary school and the others in the complexity as measured by years of teaching experience and formalisation of rules and regulations.
3) These primary schools were highly centralised, formalised and stratified.
4) Centralisation, formalisation and stratification were significant predictors of teacher motivation.
5) Complexity, as measured by teaching experience was not a significant predictor of teacher motivation.
Based upon the study, it could be envisaged that Hage's theory of organisation and the expectancy theory of motivation could be used for further investigations in other primary schools in Singapore. However, more importantly, the study revealed that if the higher levels of teacher motivation were to be achieved in these schools, the administration should be less centralised and rewards should be more widespread and justly distributed. It could be also be suggested that studies be undertaken to look into how best complexity can be determined in these schools and to see whether this variable could be related to teacher motivation to perform.
Date Issued
1986
Call Number
LB2965.S5 Loh
Date Submitted
1986