Thesis Abstract and Dissertation Abstracts
Teachers’ Motivation In The Higher Secondary Classrooms
Abstract Category: Education
Course / Degree: M.Ed.
Institution / University: Smt V. B. Nandola M.Ed. College, Bhacha, India
Published in: 2011
This paper presents some preliminary results of a larger study that investigates the teachers’ motivation in the higher secondary classrooms. According to Marilena P. and Philippou, G. (2007) motivation of teachers can be measured through Personal Expectations, Sociocultural Definition, Interpersonal Demands, Incentives, Inherent Task Characteristics, Individualized Expectations, Normative Expectations and Role-Related Expectations. Data were collected from 181 teachers through a questionnaire comprised of three points Likert-type scalesFindings revealed that the gender does matter where teachers’ motivation is concerned.
Introduction
A theory of motivation and emotion is proposed in which causal ascriptions play a key role. It is first documented that in achievement-related contexts there are a few dominant causal perceptions. According to Weiner, B. (2000) the perceived causes of success and failure share three common properties: locus, stability, and controllability, with intentionality and globality as other possible causal structures. The perceived stability of causes influences changes in expectancy of success; all dimensions of causality affect a variety of common emotional experiences, including anger, gratitude, pride, and shame. Expectancy and affect, in turn, are presumed to guide motivated behavior. The theory therefore relates the structure of thinking to the dynamics of feeling and action. Analysis of a created motivational episode involving achievement strivings is offered, and numerous empirical observations are examined from this theoretical position. The strength of the empirical evidence, the capability of this theory to address prevalent human emotions, and the potential generality of the conception are stressed. Pantziara, M. (1998) says that from various research on motivation and academic performance, it became quite evident that teachers’ motivational constructs do in fact impact the academic performance of students. Renchler, R. (2007) quotes that studies documenting the correlation of motivational behavior and the performance of students in a college business environment appear to be nonexistent.
According to Marilena P. and Philippou, G. (2007) Personal Expectations, Sociocultural Definition, Interpersonal Demands, Incentives, Inherent Task Characteristics, Individualized Expectations, Normative Expectations, Role-Related Expectations are the main elements for measuring motivation of teachers.
Theoretical Aspects of Motivation
The motivational strategies seem important, and, as a result of studies based largely on student or teacher responses, all of them have been proposed as potentially important. There appears to be little research, however, that has directly investigated the relationship between the use of these strategies and student motivation or achievement in the language, or both; that is, if one were to conduct a study in which some students were randomly assigned to classes taught by teachers who actively followed some of these strategies while other students were taught by teachers who did not use the strategies, would the anticipated results actually be obtained? Much research that has been done relating teacher motivational strategies to student motivation and achievement in fact does not even test the teachers. Many of the results are based on the students’ perceptions of their teacher’s behaviour, not necessarily on the teacher’s actual behaviour itself. According to Marilena P. and Philippou, G. (2007) Personal Expectations, Sociocultural Definition, Interpersonal Demands, Incentives, Inherent Task Characteristics, Individualized Expectations, Normative Expectations, Role-Related Expectations are the main elements for measuring motivation of teachers.
The explanation of sources of occupational stress is as follows :
Several of the sectors in the taxonomy are especially important in school settings. Normative expectations apply to all group members; each member is expected to adhere to the established norms of the group. Such expectations can exist in very basic social units, including the family, clubs, and schools. Because individuals are influenced by these social groups quite early in life, they can acquire at young ages basic attitudes about what is worth achieving and how it can be achieved. Another important category is individualized expectations, that is, what significant people, such as teachers and principals, believe about a specific student.
Some research in this area as it relates to the workplace indicates that an employer’s belief about the effectiveness of an employee influences the productivity of that worker. Thus, it is likely that schools where the students feel appropriately challenged to be academically successful and where the rewards of learning take the form of problem solving or successfully meeting challenges will have a higher level of motivation among its students. Sociocultural definition involves the degree to which an individual’s social or cultural group supports a particular task or goal. In this context schools where academic achievement is emphasized and rewarded might logically be expected to have more highly motivated students. The category of interpersonal demands in the taxonomy is also important. Research on cooperative learning has frequently demonstrate that individuals react differently to different educational settings. Some students thrive in group learning situations where cooperation and personal interaction are operative, while others seem to do best working alone. Schools in which opportunities exist for all students to participate in ways that are best suited to their personal needs and preferences are probably more likely have a larger number of motivated students.
One other category, incentives, is central to the study of motivation in schools. Grades are obviously an incentive of great importance to most students, but the use of grades as an incentive or as a form of punishment can have long term impact on student motivation. Different incentives a likely to be associated with different tasks, and the manner in which these incentives are designed, presented, or made available is important.
A simple mathematical formula that attempts to represent all these factors in one model. The formula for effective person-in-context functioning is :
Achievement = (Motivation x Skill )
Keeping in mind the above stated elements of motivation the researcher had tried to explore the motivation of higher secondary school teachers.
Objectives of the study
1. To explore the motivation of the higher secondary school teachers.
2. To construct the Motivation Scale for higher secondary school teachers.
3. To determine reliability and validity of Motivation Scale.
4. To explore the Motivation Scale of the higher secondary school teachers
with respect to their gender (male and female), category (reserved and non-
reserved) and residential area (urban and rural).
Hypotheses of the Study
1. There will be no significant difference between the mean value of scores
obtained by male and female teachers of higher secondary schools on
Motivation Scale.
2. There will be no significant difference between the mean value of scores
obtained by the reserved and non-reserved teachers of higher secondary
schools on Motivation Scale.
3. There will be no significant difference between the mean value of scores
obtained by higher secondary school teachers residing in urban and rural
area on Motivation Scale.
Limitations of the Study
1. The present study was delimited to teachers of higher secondary schools of
academic year 2010-11 of Junagadh city only.
2. The Motivation Scale was developed with the help of theory given by
Marilena P. and Philippou, G. (2007) Personal Expectations, Sociocultural
Definition, Interpersonal Demands, Incentives, Inherent Task Characteris-
tics, Individualized Expectations, Normative Expectations, Role-Related
Expectations are the main elements for measuring motivation of teachers.
Importance of the Study
1. With the help of this study motivation of teachers of higher
secondary with respect to their gender (male and female), category (reserved
and non-reserved) and residential area (urban and rural) could be found out.
2. With the help of this study the motivation of teachers can be determined.
3. The standardized Motivation Scale in the Gujarati Language will be an
outcome of this study for the further researchers.
Population and Sample
In the present study teachers of higher secondary schools of Junagadh city were included as the universe of the study.
By random sampling method 14 higher secondary schools of Junagadh city were selected. From these higher secondary by purposive sampling method 181 teachers teaching in higher secondary schools for the academic year 2010-11 were selected as the sample.
Research Tool
The required data was collected with the help of Motivation Scale. The
research tool was constructed by the researcher in Gujarati Language. It consists of 37 statements. The Motivation Scale was developed with the theory of motivation given by Marilena P. and Philippou, G. (2007) which includes Personal Expectations, Sociocultural Definition, Interpersonal Demands, Incentives, Inherent Task Characteristics, Individualized Expectations, Normative Expectations, Role-Related Expectations are the main elements for measuring motivation of teachers. Each statement of the Motivation Scale had three point scale, i.e. agree, neutral and disagree. All the statements of the Motivation Scale were positive. The ranking for the statements were 3, 2 and 1 respectively.
Data Collection and its analysis
In the present study the researcher had gone to the higher secondary schools after taking prior permission for administering the Motivation Scale. The data was collected from the teachers teaching in higher secondary schools in the academic year 2010-11. Based on the response of the teachers of higher secondary schools on Motivation Scale the obtained scores was calculated. Statistical calculation such as frequency distribution, mean, median, standard deviation was calculated. Item analysis was done with the help of computer programme NRT 2000. Where as
hypotheses was checked with the help of computer programme SPSS.
Findings of the study
1. The reliability of the Motivation Scale by Cronbach alpha method
was 0.93. Where as spilt half reliability for half test was 0.90 and split half
reliability for whole test was 0.92. The validity of the Motivation
Scale by Cliffs’ consistency ‘C’ indices was 0.52.
2. The t-ratio of mean scores obtained by male and female teachers of higher
secondary schools on Motivation Scale was 4.643. Significant difference at
0.01 level was found. The mean scores on Motivation Scale of male and
female teachers were 92.65 and 99.78 respectively. The difference between
the mean scores was 7.13. Therefore, it can be said that the motivation of
male teachers was higher than that of female teachers.
3. The t-ratio of mean scores obtained by reserved and non-reserved teachers
of higher secondary schools on Motivation Stress Scale was 0.973. No
significant difference at 0.05 level was found.
4. The t-ratio of mean scores obtained by higher secondary school teachers
residing in urban and rural area on Motivation Scale was 1.476. No
significant difference at 0.05 level was found.
Educational implication
To increase the process of providing motivation to students make motivation a frequent topic of discussion among students, teachers, and other staff.
Develop or schedule teacher in-service programs that focus on motivation. Participate in administrator in-service programs that focus on motivation. Understand and promote the value of intrinsic motivation. Invite motivational speakers to school. Get parents involved in discussing the issue of motivation.
Paper Keywords/Search Tags:
Teachers’ Motivation, Higher Secondary
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Submission Details: Paper Abstract submitted by heena pandhi from India on 06-Sep-2012 06:57.
Abstract has been viewed 9823 times (since 7 Mar 2010).
heena pandhi Contact Details: Email: heena.pandhi@yahoo.in Phone: 9974316984
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