OPUS: HR Journal

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

An Empirical Study of the Influence of School Infrastructure on the Motivation of Teachers


Affiliations
1 Department of Commerce, University of North Bengal, West Bengal, India
2 Commerce & Law, University of North Bengal, West Bengal, India
     

   Subscribe/Renew Journal


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.
Subscription Login to verify subscription
User
Notifications
Font Size


  • 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 An examination of leadership styles and teacher motivation, (Unpublished Master's Thesis), St John's University, Oakdale.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.

  • 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.

  • 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.


Abstract Views: 446

PDF Views: 0




  • An Empirical Study of the Influence of School Infrastructure on the Motivation of Teachers

Abstract Views: 446  |  PDF Views: 0

Authors

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

Abstract


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