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Roy, Debarshi
- Influence of School Management on Motivation of Teachers
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Authors
Affiliations
1 Department of Commerce, University of North Bengal, IN
2 Faculty of Arts, Commerce and Law, University of North Bengal, IN
1 Department of Commerce, University of North Bengal, IN
2 Faculty of Arts, Commerce and Law, University of North Bengal, IN
Source
OPUS: HR Journal, Vol 4, No 1 (2013), Pagination: 1-28Abstract
The primary function of the school management is to create a successful school. Teachers play an important part in the success of a school. Thus a motivated teacher is an asset to the school. In order to have a policydriven approach to teacher motivation, it is imperative to know how the school management directly influences teacher motivation since it is the school management which frames policies and approaches to manage the school. This study dealt with the factors related to school management that influence motivation of school teachers. The study involved a random sample of teachers from North Bengal (N=111). The sample included a mix of primary, middle and high school teachers of a wide range of schools. The findings were analyzed using SPSS 17.0. A principal component analysis resulted in the emergence of three factors which were termed as humane factors, operational factors and clash factors.Subsequently a principal component regression was conducted using the extracted components as predictors.The findings were analyzed and interpreted in the contextual framework of school management. The study provided a framework for school management to work upon and to design policies,processes and interactive approaches which can help to motivate teachers.Keywords
Motivation, Teacher, Management, System, Factor Score Regression
References
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- Basset-Jones N., & Lloyd, G. C. (2005). Does Herzberg’s motivational theory have staying power? Journal of management Development, 24(10), 929-943 .
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- Ubom, I. U., & Joshua, M. T. (2004). Needs satisfaction variables as predictors of job satisfaction of employees : Implication for guidance and counseling. Education Research Journal, 4(3),1-7.
- Ul-Saufie, A. Z. ,Yahya, A. S., & Ramli, N. A. (2011). Improving linear regression model using principal component analysis for predicting PM10 concentration in SebarangPrai ,Pulao Pinang. International Journal of Environmental Sciences, 2(2), 415-422.
- An Empirical Study of the Influence of School Infrastructure on the Motivation of Teachers
Abstract Views :424 |
PDF Views:0
Authors
Affiliations
1 Department of Commerce, University of North Bengal, West Bengal, IN
2 Commerce & Law, University of North Bengal, West Bengal, IN
1 Department of Commerce, University of North Bengal, West Bengal, IN
2 Commerce & Law, University of North Bengal, West Bengal, IN
Source
OPUS: HR Journal, Vol 5, No 1 (2014), Pagination: 1-23Abstract
It is widely accepted that school infrastructure plays an important part in the teaching-learning process and its eventual efficacy. Since teachers constitute a very important part in the teaching learning process it is very important to study the role of school infrastructure in motivating teachers. In order to design motivation oriented school infrastructure systems it is essential to know how the different aspects of school infrastructure affect teachers' motivation. The present study sought to address these factors in order to create a structured model which represents how the different aspects of school infrastructure influence the motivation of school teachers. The study was conducted among a random sample of teachers from North Bengal (N = 111). The results were analyzed using SPSS 17.0. Principal component analysis resulted in extracting three factors: which were subsequently labeled as Ego factors, Convenience factors and Operational factors. The findings were analyzed and interpreted. This study provided a structured framework which represented how the different aspects of school infrastructure fulfilled the different human needs and resulted in teacher motivation.Keywords
Motivation, Teacher, School Infrastructure, System, Factor Score Regression.References
- Alcazar, L., Rogers, H. F., Chaudhury, N., Hammer, J., Kremer, M., & Muralidharan, K. (2006). Why are teachers absent? Probing service delivery in Peruvian primary schools International Journal of Educational Research, 45(3), 117-136.
- Alessandro, S., Castro, M., Ray, S., & Verreline, C. (2004). An examination of leadership styles and teacher motivation, (Unpublished Master's Thesis), St John's University, Oakdale.
- Barnett, K., & McCormick, J. (2003). Vision, relationships, and teacher motivation: A case study. Journal of Educational Administration, 41(1), 55-73.
- Basset-Jones, N., & Lloyd, G. C. (2005). Does Herzberg's motivational theory have staying power? Journal of Management Development, 24(10), 929-943.
- Biehler, R. F., & Snowman, J. (1993). Psychology applied to teaching. Boston Massachusetts: Houghton Mifflin Company.
- Brumback, C. J. (1986). The relationship between teacher job satisfaction & student academic performance. (Unpublished Doctoral Thesis). Georgia State University.
- Bryman A., & Cramer, D. (1990). Quantitative Data analysis for social scientists. London: Routledge.
- Buckley, J., Schneider, M. & Shang, Y. (2004). The effects of school facility quality on teacher retention in urban school districts. Washington, DC: National Clearinghouse for Educational Facilities.
- Carifio, J., & Perla, R. (2007). Ten common misunderstandings, misconceptions, persistent myths and urban legends about Likert scales and Likert response formats and their antidotes. Journal of Social Sciences, 3(3), 106-116.
- Gunram, D. (2011). The motivation and job satisfaction of secondary school teachers in Kwazulu Natal: An education management perspective. (Unpublished Doctoral Thesis) University of South Africa.
- Denga, D. I. (1996). Human engineering for high productivity in industrial and other work Organization. Calabar: Rapid Educational Publishers.
- Dessler, G. (2001). Management: Leading people and organization in the 21st century. Harlow: Prentice Hall.
- Diener E., & Diener, M. (1995). Cross cultural correlates of life satisfaction and self esteem. Journal of Personality and Social Psychology, 68(4), 161-163.
- Friedlander, F. (1964). Job characteristics as satisfiers and dissatisfiers. Journal of Applied Psychology, 48(6), 388-392.
- Gallmeier, K. (1992). The effectiveness of principal leadership style on teacher motivation. Retrieved from ERIC database (ED354591).
- Hackman, J. R., & Oldham, G. R. (1975). Development of the job diagnostic survey. Journal of Applied Psychology, 60(2), 159-170.
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- Herzberg F., Mausner B., & Synderman, B. B. (1959). The Motivation of Works. New York: John Wiley and Sons.
- Karsli, M. D., & Hale, I. (2009). To examine the effect of the motivation provided by the administration on the job satisfaction of teachers and their institutional commitment. Procedia Social and Behavioural Sciences, 1(1), 2252-2257.
- Kerlinger, F. N. (1973). Foundation of Behavioral Research. New York: Holt Rienehart and Winston N.Y. Kimble, G. A., Garmezy, N., & Zigler, E. (1985). Principles of psychology. New Delhi: Wiley Eastern Limited.
- Kremer, M., Chaudhury, N., Rogers, H. F., Muralidharan, K., & Hammer, J. (2005). Teacher absence in India: A snapshot. Journal of the European Economic Association, 3(2-3), 658-667.
- Johnson, S. M. (2006). The workplace matters: Teacher quality, retention, and effectiveness. Washington, DC: National Education Association.
- Latt, K. A. (2008). Motivating people on the way towards organizational performance. Victoria University (Australia) Intern analyst Covalence SA, Geneva.
- Lawler, E., & Suttle, J. (1972). A casual correlation test of need hierarchy concept. Organizational Behaviour and Human Performance, 7(4), 265-287.
- Lawler, E. E. (1973). Motivation in work organization. New York: Brooks Cole.
- Maslow, A. H. (1970). Motivation and personality. New York: Harper and Row.
- Miskel, C. (1979). Organizational structures and processes, perceived school effectiveness, loyalty and job satisfaction. Educational Administration Quarterly, 15(3), 97-118.
- Newstrom, J. W., & Davis, K. (1998). Organizational behavior-Human behavior at work. New Delhi: Tata Mcgraw Hill.
- Norman, G. (2010). Likert scales, levels of measurement and the "laws" of statistics. Advances in Health Science Education, 15(5), 625-632.
- Ololube, N. P. (2005). Benchmarking the motivational competencies of academically qualified teachers and professionally qualified teachers in Nigerian secondary schools. The African Symposium, 5(3), 17-37.
- Manzoor, Q. A. (2011). Impact of employees motivation on organizational effectiveness European Journal of Business and Management, 3(3), 36-44.
- Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176-186.
- Reiss, S. (2000). Who Am I? The 16 basic desires that motivate our actions and define our personalities. New York: Tarcher/Putnum.
- Reiss, S. (2004). Multifaceted nature of intrinsic motivation: The theory of 16 basic desires. Review of General Psychology, 8(3), 179-183.
- Reis, H., Sheldon, K., Roscoe, J., & Ryan, R. (2000). Daily well-being: The role of autonomy, competence and relatedness. Personality and Social Psychology, 26(4), 419-435.
- Robbins, S. P. (1986). Organization behavior (7thed.). New Delhi: Prentice Hall of India.
- Ryan, R. M. (1995). Psychological needs and facilitation of integrative processes. Journal of Personality, 63(3), 397-427.
- Sheldon, K. M., Ryan, R. M., & Reis, H. T. (1996). What makes for a good day? Competence and autonomy in the day and in the person.
- Personality and Social Psychology Bulletin, December, 22(12), 1270-1279.
- Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. Oxford: Appleton-Century.
- Skinner, B. F. (1948). Superstition' in the pigeon. Journal of Experimental Psychology, 38(2), 168-172.
- Sweeney, P. D. (1990). Distributive justice and pay satisfaction: A field test of an equity theory prediction. Journal of Business and Psychology, 4(3), 329-341.
- Taylor, D. L., Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teacher's sense of efficacy. Journal of Experimental Education, 63(3), 217-227.
- Ubom, I. U., & Joshua, M. T. (2004). Needs satisfaction variables as predictors of job satisfaction of employees: Implication for guidance and counseling. Education Research Journal, 4(3), 1-7.
- Ul-Saufie, A. Z., Yahya, A. S., & Ramli, N. A. (2011). Improving linear regression model using principal component analysis for predicting PM
- 10 concentration in Sebarang Prai, Pulao Pinang . International Journal of Environmental Sciences, 2(2), 415-422.
- An Empirical Study of the Influence of School Students on the Motivation of Teachers
Abstract Views :294 |
PDF Views:0
Authors
Affiliations
1 Department of Commerce, University of North Bengal, West Bengal, IN
2 University of North Bengal, West Bengal, IN
1 Department of Commerce, University of North Bengal, West Bengal, IN
2 University of North Bengal, West Bengal, IN
Source
OPUS: HR Journal, Vol 6, No 2 (2015), Pagination: 38-61Abstract
Students form a major part of the influence for the effective implementation of the teaching-learning process in schools. Teachers make up the other significant part of the process. Studies have been conducted on whether students influence teacher motivation at work. Since schools can be designed to create a self motivating behavioural systems , it is essential to know in detail how each aspect of students' behaviour influence the motivation of teachers . The present study dwells into the various factors related to student behaviour that influences the motivation of school teachers. A random sample of teachers (N=111) was chosen for the purpose of the study and the subsequent results were analyzed by SPSS 17.0. A principal component analysis extracted three factors : these factors were named Bonding factors, Process factors and Hindrance factors . Subsequently a principal component regression was conducted. The study provided a detailed insight on how the motivation of school teachers is influenced by the behavioural aspects of their students.Keywords
Motivation, Teacher, Students, System, Factor Score Regression.- An Empirical Study of the Influence of Teachers on the Motivation of School Students for Teachers
Abstract Views :249 |
PDF Views:0
Authors
Affiliations
1 Independent Researcher in Organizational Behaviour Related to School Organizations, IN
1 Independent Researcher in Organizational Behaviour Related to School Organizations, IN
Source
OPUS: HR Journal, Vol 10, No 1 (2019), Pagination: 63-82Abstract
The influence of teachers on the motivation of school teachers is the subject of deep analysis and study. The teacher plays the role of a friend, a teacher and guide to the students. This study was conducted among a random sample of 247 high school students who were administered a questionnaire. The influence of teachers on the motivation of students to give their best at school was noted, a principal component analysis extracted three components which were termed friend, teacher and mentor components. A subsequent principal component regression showed that two of the components that were extracted were significant predictors of student motivation while the third component was not a significant predictor of student motivation. It was seen that when teachers play the role of a friend and a teacher, they are significant motivators to students but as mentors they are not significant predictors of student motivation.Keywords
Teachers, Students, Motivation, Professional Roles, Principal Component Regression.References
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