Journal of Organization and Human Behaviour

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Designing a School Behavioural System to Optimize the Workplace Motivation of School Teachers


Affiliations
1 Department of Commerce, University of North Bengal, West Bengal, India
     

   Subscribe/Renew Journal


To develop a systems approach to school education and management, it is necessary that schools be redesigned as behavioral systems. A motivational system within a school system will have policies, practices, and processes aligned to maximize workplace motivation of an essential stakeholder. Teachers are very important to the success of a school system and its ultimate outcome. Studies have shown that motivated teachers lead to better student outcome and thus a behavioral system which seeks to maximize the workplace motivation of school teachers will be of great value to modern school design and management. The present paper draws on the empirical findings from the previous studies of the researchers to design a behavioral system for schools which will deal with the various factors that affect workplace motivation of school teachers. It is posited in this paper that peers, management, infrastructure, students, social, personal life, and work form a system consisting of various internal components which influence the internal motivational system of teachers. The internal motivational system of teachers consists of clash, esteem, process, security, relation, comfort, and hindrance components. The study seeks to design a system incorporating all the components that constitute the motivational system of individual school teachers. This study has potent implications for school management to help create schools which seek to optimize teacher motivation in a systemic manner in order to augment the efficacy of the teaching learning processes.

Keywords

Motivation, Teacher, System, School Management, School Organisation.
Subscription Login to verify subscription
User
Notifications
Font Size

  • Alam, T. M., & Farid, S. (2011). Factors affecting teachers’ motivation. International Journal of Business and Social Sciences, 2(1).

  • Anthony, G., & Orad, K. (2008). Change-of-career secondary teachers: Motivations, expectations and intentions. Asia-Pacific Journal of Teacher Educational, 36(4), 359-376.

  • Atkinson, J. W. (1957). Motivational determinants of risk-taking behaviour. Psychological Review, 64, 359-372.

  • Atkinson, J. W. (1964). An Introduction to Motivation. Princeton: Van Nostrand

  • Alcázar, 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.

  • Bandura, A., & Adams, E. N. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy and Research, 1(4), 287-310.

  • Bandura, A. (1977). Self-efficacy toward a unifying theory of behavioral change. Psychological Review, 84(2), 91-215.

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman

  • 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.

  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.

  • Bennell, P. (2004). Teacher motivation and incentives in sub-saharan Africa and Asia: Knowledge and skills for development. Brighton.

  • Biehler, R. F., & Snowman, J. (1993). Psychology applied to teaching. Boston Massachusetts: Houghton Mifflin Company.

  • Billingsley, B. H., & Cross, L. H. (1992). Predictors of commitment, job satisfaction and intent to stay in teaching: A comparison of general and special educators. Journal of Special Education, 25(4), 453-471.

  • Blank, L., Baxter, S., Goyder, E., Naylor, P., Guillaume, L., Wilkinson, A., Hummel, S., & Chilcott, J. (2010). Promoting well-being by changing behaviour: A systematic review and narrative synthesis of the effectiveness of whole secondary school behavioural interventions. Mental Health Review Journal, 15(2), 43-53.

  • Brumback, C. J. (1986). The relationship between teacher job satisfaction & student academic performance. (Unpublished Doctoral Thesis). Georgia State University.

  • Brunetti, G. J. (2001). Why do they teach? A study of job satisfaction among long term high school teachers. Teacher Education Quarterly, 28(3), 49-74.

  • 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 Clearing house 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, 2, 106-116.

  • Coolahan, J. (2003). Attracting, developing and retaining effective teachers: Country background report for Ireland. Ireland: National University of Ireland, Maynooth.

  • Crone, D. A., & Horner, R. H. (2003). Building positive behaviour support systems in schools; Functional Behavioural assessment. New York: The Guilford Press.

  • 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.

  • Frase, L. E. (1992). Maximizing people power in schools: Motivating and managing teachers and staff. Newbury Park, CA: Corwin Press, Inc.

  • Friedlander, F. (1964). Job characteristics as satisfiers and dissatisfiers. Journal of Applied Psychology, 48(6), 388-392.

  • Gollwitzer, P. M. (1990). Action phases and mind-sets. In E. T. Higgins & R. M. Sorrentino (Eds.), The handbook of motivation and cognition: Foundations of social behavior (Vol. 2, pp. 53-92). New York: Guilford Press.

  • Gallmeier, K. (1992). The effectiveness of principal leadership style on teacher motivation. Retrieved from ERIC database (ED354591).

  • Gollwitzer, P. M., & Oettingen, G. (2002). Motivation: History of the concept. In Smeiser, J.N., Baltes B.P. (Eds.). Encyclopedia of Social Sciences (pp.10109-10112). New York. Elsevier.

  • Hackman, J. R., & Oldham G. R. (1975). Development of the job diagnostic survey. Journal of Applied Psychology, 60, 159-170.

  • Hanushek, E. A., & Rivkin, S. (2007). Pay, working conditions, and teacher quality. The Future of Children, 17(1), 69-86.

  • Hersey, P., Blanchard, K. H., & Johnson, D. E. (2000). Management of organizational behaviour: Utilizing human resources. New Delhi: Prentice Hall of India Private Ltd

  • Herzberg, F., Mausner B., & Synderman, B. B. (1959). The Motivation of Works. New York: John Wiley and sons.

  • Holdaway, E. A. (1978). Satisfaction of teachers in Alberta with their Work and Working Conditions. Edmonton: The University of Alberta.

  • Hull, C. L. (1943). Principles of behaviour. New York: Appleton-Century.

  • Morton, I. (1993). Teacher Collaboration In Secondary Schools. Center Focus, 2.

  • Johnson, S. M. (2006). The workplace matters: Teacher quality, retention, and effectiveness. Washington, DC: National Education Association.

  • 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.

  • Johnston, G. S. (1985). Relationship between teacher decisional status and loyalty. The Journal of Educational Administration, 23(1), 91-105.

  • 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.

  • Lewin, K. (1943). Defining the field at a given time. Psychological Review, 50, 292-310. Republished in Resolving Social Conflicts & Field Theory in Social Science, Washington, D.C.: American Psychological Association, 1997.

  • Lortie, D. (1975). School teacher. Chicago: University of Chicago Press.

  • Maehr, M. L. (1984). Meaning and motivation: Toward a theory of personal investment. In Ames, R. E., & Ames, C. ( Eds.), Motivation in Education: Student motivation,1, 115-144. San Diego: Academic press.

  • Mansfield, F. C., Woznitsa M., & Beltman, S. (2012). Goals for teaching: Towards a framework for examining motivation of graduating teachers. Australian Journal of Educational and Developmental Psychology, 12, 31-34.

  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-96.

  • Maslow, A. (1954). Motivation and personality. New York: Harper.

  • Maslow, A. H. (1970). Motivation and Personality. New York: Harper and Row.

  • McIntosh, K., Filter, K. J., Bennet, J. L., Ryan, C., & Sugai, G. (2010). Principles of sustainable prevention: Designing scale-up of school-wide positive behaviour support to promote durable systems. Psychology in the Schools Special Issue: The Role of Prevention Science in Advancing Research and Practice in the Schools, 47(1), 5-21.

  • Michie, S., Stralen V. M. M., & West, R. (2011). The behaviour change wheel. A new method for characterizing and designing behaviour change interventions. Implementation Science, 6(1).

  • Miskel, C. (1979). Organizational structures and processes, perceived school effectiveness, loyalty and job satisfaction. Educational Administration Quarterly, 15(3), 97-118.

  • Muller, K., Alliata, R., & Benninghoff, F. S. (2009). Attracting and Retaining Teachers: A Question of Motivation. Educational Management Administration & Leadership, 37S(5), 574-599.

  • 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.

  • Nyam, J., & Willam-West, T. O. (2014). Teachers motivation: A study of the psychological and social factors. International Journal of Education and Research, 2(2).

  • Ololube, N. P. (2005 ). Benchmarking the motivational competencies of academically qualified teachers and professionally qualified teachers in Nigerian secondary schools. The African symposium, 5, 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, 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, 419-435.

  • Robbins, S. P. (1986). Organization behavior (7thed.). New Delhi: Prentice Hall of India.

  • Roy, D., & Sengupta, P. R. (2013a). An empirical analysis of the various factors that influence the motivation of school teachers. Journal of organizational and Human behaviour, 2(2),32-39.

  • Roy, D., & Sengupta, P. R. (2013b). Needs, drives and actions: A century of research in human motivation. IUJ Journal of Management, 1(1), 49-53.

  • Roy, D., & Sengupta, P. R. (2014a). The influence of school management on the motivation of school teachers. OPUS: Organization People and Us, 4,1-23.

  • Roy, D., & Sengupta, P. R. (2014b). An empirical study of the influence of school infrastructure on the motivation of school teachers. OPUS: Organization People and Us, 5,1-23.

  • Roy, D., & Sengupta, P. R. (2015a). An empirical study of the influence of school students on the motivation of school teachers. OPUS: Organization People and Us, 6(2), 38-61.

  • Roy, D., & Sengupta, P. R. (2015b). An empirical study of the influence of colleagues on the motivation of school teachers in challenges in teacher education. Kolkata.

  • Roy, D., & Sengupta, P. R. (2016). An empirical study of the influence of the work itself on the motivation of school teachers. Amity Business Review,17(1).

  • Ryan, R. M. ( 1995 ). Psychological needs and facilitation of integrative processes. Journal of Personality, 63, 397-427.

  • Seniwoliba, A. J. (2013). Teacher motivation and job satisfaction in senior high schools in the Tamale metropolis of Ghana. Merit Research Journal of Education and Review, 1(9), 181-196.

  • Sergiovanni, T. (1967). Factors Which Affect Satisfaction and Dissatisfaction of Teachers. Journal of Educational Administration, 5(1), 66-82.

  • Sergiovanni, T. J., & Starratt, R. J. (1979).Supervision-human perspectives. New York : Mcgraw Hill Book company.

  • 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, 22,1270-1279.

  • 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, 168-172.

  • Skinner, E. A., & Belmont, M. J.(1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.

  • 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.

  • Tin, L. G., Hean, L. L., & Leng, Y. L (1996).What motivates teachers? New Horizons in Education, 37.

  • 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.

  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.

  • Weiner, B. (1992). Human motivation: Metaphors, theories and research. Newbury Park, CA: Sage.

  • Zerz, E. ( 2008). Behavioural systems theory: A survey.International Journal of Applied Mathematics and Computer Science,18(3), 265-270.


Abstract Views: 321

PDF Views: 0




  • Designing a School Behavioural System to Optimize the Workplace Motivation of School Teachers

Abstract Views: 321  |  PDF Views: 0

Authors

Debarshi Roy
Department of Commerce, University of North Bengal, West Bengal, India
Palas R. Sengupta
Department of Commerce, University of North Bengal, West Bengal, India

Abstract


To develop a systems approach to school education and management, it is necessary that schools be redesigned as behavioral systems. A motivational system within a school system will have policies, practices, and processes aligned to maximize workplace motivation of an essential stakeholder. Teachers are very important to the success of a school system and its ultimate outcome. Studies have shown that motivated teachers lead to better student outcome and thus a behavioral system which seeks to maximize the workplace motivation of school teachers will be of great value to modern school design and management. The present paper draws on the empirical findings from the previous studies of the researchers to design a behavioral system for schools which will deal with the various factors that affect workplace motivation of school teachers. It is posited in this paper that peers, management, infrastructure, students, social, personal life, and work form a system consisting of various internal components which influence the internal motivational system of teachers. The internal motivational system of teachers consists of clash, esteem, process, security, relation, comfort, and hindrance components. The study seeks to design a system incorporating all the components that constitute the motivational system of individual school teachers. This study has potent implications for school management to help create schools which seek to optimize teacher motivation in a systemic manner in order to augment the efficacy of the teaching learning processes.

Keywords


Motivation, Teacher, System, School Management, School Organisation.

References