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Research Paper
Education
E-ISSN No : 2454-9916 | Volume : 2 | Issue : 9 | Sep 2016
1 2
Ms. Preeti Bala | Liyaqat Bashir
1 Assistant Professor, School of Education, Lovely Professional University, Phagwara
2 M.Phil (Education)
7International Education & Research Journal [IERJ]
1. Background
Teaching Effectiveness
A good teacher is the one who encourages student's faith in teaching their subject,
takes time to explain things and treats people equally. A teacher has to face innu-
merable challenges he play different roles in his/her institute. Teacher not only
plan lessons but also organizes activities, provides motivation, keeps necessary
records, makes purchases, administers timetable, provides oral and aural teach-
ing aids, and motivates the students by words and deeds.Anderson (1991) stated
that an effective teacher is the one who is quite consistently achieve goals with
either directly or indirectly focus on the learning of their students.Trivedi (1971)
investigated the factors related to effective teaching in secondary schools and
found effective use of teaching aids, use of illustration, motivation, impartial atti-
tude of teachers, improved supervision as major factors related to teaching
effectiveness.Gibson et al (1985) conducted study on the concept of teacher effi-
ciency and its influence on teacher in classroom behavior and student achieve-
ment. Results indicated that high and low efficiency teachers differ in instruc-
tional practices, classroom organization.
Motivation is a combination of many different aspects that comprise a part of
teacher's pedagogical knowledge. Motivation of teachers has been a prime con-
cern of school and college administrators. Every educator needs to be concerned
about motivation. It is a quality that students, teachers, parents, school and col-
lege administrator, and other members of the community must have if our educa-
tional system is to prepare young people adequately for the challenges and
demands of the coming century. Of course, the way these various groups of indi-
vidual generate and use motivation differs greatly. Motivation is an important
tool that is often under-utilized by heads of institutions in today's work place.
Heads use motivation techniques at the work place to inspire teachers to work,
both individually and in groups, to produce the best result for education in the
most efficient and effective manner. This work motivation is prerequisite from
bringing out effectiveness in teaching.
Work motivation is anything done to make teachers happy, satisfied, dedicated
and committed in such a way that they bring out their best in their places of work
so that students, parents and the society will greatly benefit from their services.
Work motivation appears crucial because it predicts not only teachers' engage-
ment and well being but also student's outcomes such as motivation and learning.
It appears to be vital for optimal human functioning in the workplace because
teachers who are highly motivated are found to be more engaged in their work
and more satisfied (Levesque et al., 2004).
As far as effectiveness is concerned, experience also plays a major role in this as
Panday et al (1999) explore the attitude of effective and ineffective teacher's
towards teaching profession .The major findings included that there was no sig-
nificant differences between effective teachers having high or low experience in
terms of their attitude towards their profession. High experienced effective
teachers, attitude was positive towards teaching profession than low experienced
ineffective teachers. Age of effective teachers was not differentiating factor in
their attitude towards teaching profession. There has been a considerable differ-
ence found in male and female teachers regarding teacher effectiveness as
Biswas et al (1995) explored in their study on teacher effectiveness that only
male and female teachers are different significantly on teacher effectiveness and
the female teachers are comparatively much effective than their counterparts.
Surwada et al (2006) revealed that female teachers are emotionally more
mature/stable than male teachers apart from these emotionally mature/stable
teachers are more effective in their teaching than emotionally immature/unstable
teachers. It was also found that there is no sex difference in emotionally mature
group and emotionally immature group with respect to teacher effectiveness.
Witcher (2001) conducted the study of characteristics of effective teaching, per-
ceptions of pre-service teachers. In this particular study the researcher studied
the perceptions of 219 pre-service teachers about the characteristics of effective
teaching and investigated factors that may have influenced their responses. Six
dominant themes were identified, headed by student centeredness and enthusi-
asm for teaching. It also established four profiles of student responses of these
themes. Verma et al (1991) conducted the study that effective and ineffective
teachers had sharp distribution in relation to the particular personality traits like
emotional construction marked inhibition of sexuality, dependency, difficulty in
establishing close personal relationship given to introspection etc. It was found
that effective teachers had deepened personality characteristic; whereas ineffec-
tive teachers had difficulty in establishing close personal relationship. Anand
(1988) conducted a research on teaching effectiveness in schools and concluded
that effectiveness may be understood as one's hold on the circumstances as well
as on himself, befitting the best of his total adjustment.Chandra (2006) con-
ducted the study on relationship between the emotional intelligence and teaching
effectiveness at primary level. In this study it was found that emotional intelli-
gence is positively related to teaching effectiveness. Gupta (1985) conducted a
study on teaching effectiveness of secondary schools teachers and found that on
teaching effectiveness, central school teachers scored significantly higher in
mean value than teachers of state government.
Work Motivation
Work motivation is a set of energetic forces that originate both within as well as
beyond the individuals. Work motivation initiates work related behavior and
determine its form direction, intensity, and duration. It is a process used to
encourage and inspire workers to perform their jobs thoroughly and well. Work
motivation plays a vital and significant role in the lives of individuals, groups,
communities, establishments, organizations, notions. Motivation is a process
that starts with a physiological and psychological deficiency or need that acti-
vates behavior or a drive that is aimed at a goal or an incentive. Motivation is nec-
essary but insufficient condition for excellent performance, but actual perfor-
mance depends on the ability of the worker and the circumstances of the job as
well as on the motivation.
A motivated and committed school teacher has the opportunity to influence the
student significantly in building a global view that rests on a faith commitment.
Lanka (2012) found that the effect of leadership behavior of heads on their subor-
dinate teacher's work motivation and frustration. The result shows that leader-
ship behavior of heads has a direct and significant effect on the work motivation
and frustration. It was found that where there is a cooperative head is working
there teacher are also enjoying their jobs with zeal. Similarity Bishay (1996)
investigated the relationship between job satisfaction and motivation. It was
found that motivation and job satisfaction correlated significantly with gender
,responsibility levels, subject, years of teaching experience, age and activity. Fur-
ther result shows that socializing generally did not lead to motivation and satis-
faction levels that were as high as those found in teaching. For this group of
teachers who work in a school with a selective student body, overall motivation
and job satisfaction levels were high. Das (1988) examined that job satisfaction
and job motivation of secondary school teachers in Cuttack district of Orissa.
The result indicates that teachers who were motivated were also found to be
highly satisfied with their jobs. According to the researcher higher motivation
was found among rural, trained and government school teachers as compared to
their counterparts. Mittal (1992) examined that teacher's motivation to work and
ABSTRACT
The purpose of this study is to explore the teaching effectiveness of secondary school teachers in relation to with work motivation. The sample of this study consisted of
200 teachers selectedfrom Kashmir valley. Teacher Effectiveness Scale standardized by Yashmin Ghani Khan (2011) and Work Motivation Questionnaire by Dr. K. G
Agarwal (2006) was administered to collect the data. The result shows that negative significant relationship exists between teaching effectiveness of secondary school
teachers with work motivation.
KEYWORDS: Teaching Effectiveness, Work Motivation, Secondary School Teachers.
TEACHINGEFFECTIVENESSOFSECONDARYSCHOOL
TEACHERSINRELATIONTOTHEIRWORKMOTIVATION
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Research Paper
E-ISSN No : 2454-9916 | Volume : 2 | Issue : 9 | Sep 2016
some factors associated with high and low work motivation of teachers viz. their
job satisfaction, personality factors, school organizational climate and pupil lik-
ings. The researcher reported that in general, motivation to work was average or
above average. Teacher's motivation to work was significantly related to job sat-
isfaction and pupils' ratings. Those belonging to female sex group, those younger
in age, those having experience of up to 10 years, those working in urban areas,
private schools, in girls.Schools and in coeducational schools displayed higher
motivation to work than their counterparts. Status, qualification, family income,
size of school and management did not seem to exert much of an impact on moti-
vation to work whereas location and type of school had.
Motivation at work not only ensures that work is done in time but also ensures
that quality of work is not compromised. For motivation at work place, the envi-
ronment is very important. There are many factors which affects the work place
environment to increase the motivational levels of employees. Work place is all
about people working together to achieve a uniform goal. So it is important that
all the co-workers respect each other and never show disrupt towards each other.
If employees have good understanding of the work other perform and how their
duties are adding value to the organization then it is easier to create a work place
where respect and responsibility prevails. Good relationship between employees
also decreases the stress level and employees feel more relaxed at work place.
Leader plays a key role in maintaining a conducive work environment. Singh
(1980) examined thatteacher's motivation to work with the objective of identify-
ing the factors that affect teacher's motivation to work. It was found that school
organization, classroom teaching,evaluation and guidance,co-curricular activi-
ties and extra activities were the five main areas of teachers' motivation to work.
Saeed (2012) studied the work motivation of male and female secondary school
teachers in Karachi. It was found that female teachers were found to be more moti-
vated to their work than male teachers. George et al (2012) examined the impor-
tance of organizational commitment in motivating the teachers. The results of the
studyindicated that a positive relationship between work motivation and organi-
zational commitment of teachers. More committed teachers were found to be
more motivated. Webb (2007) and job satisfaction levelsstudied the relationship
between school principals, leadership strategies and teacher's work motivation.
The result indicates that there is significant relationship between teachers' per-
ceptions of the school principals' leadership approaches and teachers' work moti-
vation, teachers' job satisfaction levels, and teachers' work motivation and job sat-
isfaction levels. Finally there were no statistically significant relationships found
between teachers' work motivation, job satisfaction levels, and work motivation
and job satisfaction levels and their years of experience. Bryant (1996) examined
the association between the leadership Style of public secondary school princi-
pals and the motivation levels of their teachers. There was a statistically signifi-
cant relationship between the leadership styles of secondary school principals
and the motivation level of the teachers who were employed in those
schools.Sharma (2005) examined on the effect of work motivation on job satis-
faction of teachers. The results shows that gender of the teacher had no influence
on their job satisfaction; however the level of motivation did have a significant
impact on job satisfaction.Sindhu (2005) explored on teacher's motivation to
work, student'sadjustment and their likings for their teachers in relation to their
academic achievement.It was found that teachers' gender did not yield differen-
tial influence on their motivation to work. Also, highly motivated teachers did
not succeed in producing high pupil achievement.
2. Objectives
To find out the relationship between teaching effectiveness of secondary school
teachers with theirwork motivation
3. Hypothesis
There exists no significant relationship between teaching effectivenessof sec-
ondary school teachers with their work motivation.
4. Method
4.1. Subjects
Descriptive survey method of research was used.The present study was con-
ducted on 200 secondary school teachers, out of which 100 male and 100 female
secondary school teachers of Kashmir in Indiawere included in the sample. The
data for the present study was collected by using stratified random sampling tech-
nique.
4.2. Data Collecting Tools
The following standardized tools were employed:Teacher Effectiveness
Scalestandardized by Yashmin Ghani Khan (2011),Work Motivation Question-
naire by Dr. K. G Agarwal (2006).
4.3. Statistical Analysis
Coefficient of correlation technique was employed to find out the relationship
between teaching effectiveness of secondary school teachers with theirwork
motivation.
5. Results and Discussion
Relationship of Teaching Effectiveness and Work Motivation of secondary
school teachers
Coefficient of correlation (r) regarding teaching effectiveness with work motiva-
tion of secondary school students is found out to be -0.05 which isinsignificant at
0.01 level of significance
From the above mentioned table it is clearly evident that the r' value regarding
teaching effectiveness and work motivation of secondary school teachers is
found out to be -0.05 whereas table value for the same at 198 df is found out to be
0.138 and 0.181 at 0.05 and 0.01 levels of significance respectively. Hence the
hypothesis i.e. there exists no significant relationship between teaching effec-
tiveness and work motivation is accepted. This proves that work motivation has
no role to play in deciding the teaching effectiveness of teachers. Further the
value of correlation -0.05 is very negligible in nature which again infers that
teaching effectiveness and correlation are not significantly interrelated to each
other.
6. Conclusions
1. There exists no significant relationship between teaching effectiveness and
work motivation is accepted. This proves that teaching effectiveness and
work motivation are not significantly related to each other.
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8 International Education & Research Journal [IERJ]
Type of
variables
N
Coefficient of
Correlation (r)
Interpretation
Dependent
Teaching
Effectiveness
200
-0.05
Negative
Correlation
Independent
Work
Motivation
