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|Title:||Relationships Among Teachers' Satisfaction/dissatisfaction Levels, Teacher Motivation, and Student Achievement (Herzberg, Effective Schools)|
|Author(s):||Helm, Darrell Gene|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Curriculum and Instruction|
|Abstract:||This study utilized a theoretical framework provided by Fredrick Herzberg's motivation-hygiene theory to investigate the linkage between 240 elementary and middle school teachers' levels of job satisfaction or dissatisfaction and their motivation to engage in professional activities as well as the linkage between 53 fifth and sixth grade teachers' motivation and their students' math achievement gains.
Included is a review of the literature related to school effectiveness; a number of studies both critical of and favorable toward Herzberg's motivation-hygiene theory; and, studies dealing with important questions relative to relationships among needs, satisfaction, and job performance.
The study utilized the Job Episodes Questionnaire (JEQ), a 60 item questionnaire designed to measure the frequency with which the sample teachers experienced feelings of satisfaction with Herzberg's motivators and dissatisfaction with his hygienes. The Teacher Effort Index (TEI), a self-report questionnaire, was used to measure teacher motivation and a school district quarter test was used to measure about 1300 fifth and sixth grade math students' achievement gains. Statistical treatment of results included Pearson product-moment correlations of teachers' JEQ scores with student achievement gains. Analysis of Variance (ANOVA), multiple regression analysis, and Kendall's-tau correlations were also used in treatment of the data.
Findings showed support for the two-factor nature of the motivation-hygiene theory with positive relationships shown between teachers' scores on the motivators portion of the JEQ and their motivation to perform as measured by the TEI, but not with the hygienes. Student achievement gains, while high, did not correlate significantly with teacher attitudes or teacher motivation, due, perhaps, to a very directive, learning objectives-oriented type of supervision employed in the sample school district which may have been a more potent motivator than teacher attitudes. Further study of these questions in different school settings is recommended.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1984.
|Date Available in IDEALS:||2014-12-15|