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|Title:||Job Factors Associated With Teachers' Motivation to Work|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||This is a study of job factors associated with teacher motivation to work. Traditional conceptualizations explore job factors associated with teacher motivation from a linking perspective which is highly management-oriented and psychologically manipulative. Recent research on organizational effectiveness and school excellence provides newer perspectives which rely more on qualitative assessment and emphasize job factors which bond people to work and organization. Both linking and bonding theories provide frames of reference for analyzing job factors associated with teacher motivation. A synthesis of both theories was attempted in this study in order to produce a more complete picture of job factors associated with teacher motivation.
A survey was conducted on 1136 junior high/middle school teachers from the Chicago suburban area with two instruments (JFQ & TEI) to measure job factors and teacher motivation respectively. Factor analysis was applied to analyze both linking and bonding factors as measured by the JFQ. Furthermore, multiple regression analysis was used to correlate those job factors which emerged from factor analysis to teacher motivation as measured by the TEI. Finally some ancillary discriminant analyses of the demographic differences were done to supplement the findings.
The results of the statistical analyses generally support the notion that both linking and bonding factors are salient job factors associated with teacher motivation in current junior high/middle schools. The factor analyses show that both linking and bonding factors which emerged are distinct job factors in the school organization. The multiple regression analyses further indicate that both linking and bonding factors contribute significantly to teacher motivation with bonding factors functioning more significantly in the effective organization than in the average organization. Considerable support is provided to suggest that bonding theories could have wide ranging effects on current educational personnel practices, and they also undoubtedly provide new insights into the interaction of the teacher and the school environment. It is concluded that by adding bonding theories to linking theories, an overarching theoretical framework can be constructed from which the organizational variables associated with teacher motivation can be viewed in an enriched manner.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1984.
|Date Available in IDEALS:||2014-12-15|