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Application of Research Teacher Motivation and Satisfaction
Abstract
This article reports on some research about human motivation, and suggests some applications to teachers. The author assumes that teachers are not much different from people in other occupations with respect to motivation and job satisfaction, and that administrators can improve their effectiveness by understanding and applying the research findings.
... In order to improve student achievement and retain effective teachers in today's schools, it is the responsibility of school leaders to understand what motivates their teachers. Williams (1978) reported that he believed it was essential for administrators to understand teacher's goals and motivational systems in order to help schools achieve their goals. The same is probably true in today's educational environment. ...
For years motivational theorists and educational researchers have studied the complex phenomenon known as teacher motivation. With decreasing teacher morale and higher student achievement standards, educational leaders must seek to better understand teachers' perceptions on teacher motivation and how administrators' perceptions may differ from those of teachers'. In this study, a quantitative approach was used to examine if there were statistically significant differences between teachers' and administrators' perceptions of teacher motivation. Teacher demographics--included sex, ethnicity, generation, and length of service--were also analyzed to examine if those participant demographics make any significant difference in teachers' perception. Using a widely-known motivational theory, a 26 item survey was created and then completed by 184 teachers and 15 administrators from an ethnically diverse, suburban public school system in Georgia. Each survey item was organized into one of seven subscales: Recognition, monetary reward, professional growth, interpersonal relations, job significance, sense of achievement, and working conditions. Results were analyzed to find if statistically significant differences existed between teachers' and administrators' perceptions of teacher motivation. Findings showed that significant differences existed between teachers' and administrators' perceptions of teacher motivation in three of the seven subscales. Statistically significant differences occurred in teachers' perceptions of teacher motivation between/among different categories of sex and ethnicity. Teachers and administrators scored all seven subscales to be above average showing the strength of each as teacher motivators. However, teachers and administrators ranked the seven subscales in different orders showing that teachers and administrators perceived the subscales to be different in strength.
This study is to To measure and find out whether there is significant difference in work motivation among high school teachers in Palakkad district. In this study the researcher used survey technique. Two hundred and eighty (280) teachers from Palakkad district were chosen as a sample for the study. Work motivation scale constructed and developed by Agarwal (2006) was taken for the study. The results showed that the level of work motivation among school teachers in Palakkad district is below average.
The aim of this study is to find out the perception towards motivation among school teachers. Objectives of the study: 1. To explore the level of perception towards motivation among school teachers in Coimbatore district. 2. To examine the perception towards motivation among school teachers in Coimbatore district. Methodology: The investigator adopted survey method for the study. Sample: Two hundred and ten (210) school teachers were selected as sample for the study. Tool: Motivation level perception scale developed by Prof. Dr. S. Sathiyagirirajan was used for the study. Findings: The results showed that the level of perception towards motivation among school teachers is average. TRANS Asian Research Journals http://www.tarj.in 90 INTRODUCTION The headmaster uses different methods to motivate teachers. When headmasters are more supportive of autonomy and less controlling, teachers demonstrate higher levels of intrinsic motivation and self-determination. The teaching profession is not a new area of research and different approaches have been used in order to explain it. A headmaster motivates the teachers by their personal skills and competencies, involves professional and ethical standards and models, and entails a continuous process of professional development. In different countries, the recent implemented changes and reforms in educational field require headmasters to demonstrate ongoing competences in their roles and adapt to new job requirements. Extensive quantitative and qualitative research on motivating teacher was based on investigation of headmaster's beliefs and perceptions of their professional activity. Headmasters make decisions in teaching activity based on their experiences, perceptions, values and beliefs about their roles, activities, and responsibilities in schools. Motivating level is based on positive headmaster's attitudes and perceptions are fundamental to effective teaching, and headmaster's beliefs, perceptions and attitudes affect their practice and influence the teacher's performance. High headmaster's attitudes towards teaching profession have effects on their classroom performance and teaching practice, and are correlated with the burnout level. In beginning, headmasters start their careers with more positive views of their work and work environment that most other professions and the motivating towards teachers was effective. However, after few months of service, when they confronted with the reality of teaching, their positive work perceptions are significant and declined associated with increasing levels of burnout. Headmasters reported that they were required to exert more effort than their more experienced colleagues and this effort required to undertake teaching was greater than the rewards that resulted from being a headmaster and motivating teacher. Hence the researcher made an attempt to the study of perception towards motivation among school teachers in Coimbatore district. OBJECTIVES OF THE STUDY The specific objectives of the study are 1. To find out the level of perception towards motivation among school teachers. 2. To find out whether there is any significant difference of the school teachers towards the perception towards motivation between The present investigator has involved the Middle and High School Teachers. It does not involve Higher Secondary Teachers and Primary School Teachers. Another delimitation of the study is coverage of Middle and High School Teachers of Coimbatore District only. METHOD The selected problem had been dealt significantly by using survey method. The data on the samples' teacher competency were obtained, analyzed statistically and interpreted. SAMPLE A simple random sampling technique was adopted for the selection of 210 Teachers from the Coimbatore district.
Popular press articles suggest that many schools are unrewarding and threatening environments. If this is so, teachers must find them unpleasant places in which to work. This study surveyed 2,223 teachers across 29 states to assess their attitudes on a number of aspects of their schools. The NSSE Teacher Opinion Survey was used. The results showed that overall teachers were pleased with their circumstances. They gave highest ratings to items classified as overall job satisfaction, next highest to student discipline, then curriculum and instruction. Lowest ratings went to school-community relations, but even this was above the scale midpoint. Generally, teachers were more positive than negative about their teaching situation.
This paper reviews the topic of work satisfaction with particular reference to the ESL field. An overview of the literature indicates that work satisfaction is a complex response which incorporates many influences inside and outside of the work environment. The available survey data, primarily from members of the TESOL organisation, suggest that ESL practitioners are basically satisfied with their work, though they experience dissatisfactions in certain areas such as promotions, pay, and some administrative aspects. It is maintained that the key to ensuring work satisfaction and the positive career conditions which educators in ESL desire and deserve is professional recognition.
Stress and burnout are normal occurences that are common and predictable in all professions, including teaching. Strategies should be devised and implemented to reduce at least the intensity of the phenomena so that job satisfaction can increase while commitment to work remains high. (JD)