Teachers and Their Motivation

Sample subjects consisted of 40 teachers and 3 administrators. Findings showed that while none of the examined factors were perceived by teachers as strongly negative in their influence on motivation, several key factors were very weak in their motivating strength for teachers. These factors were: opportunities for self-development and growth; degree of perceived "fit " between the job description and the job actualities; degree of work required, availability of rest periods/coffee breaks, knowing what is going on at the school, evaluations, nature of supervision, working conditions, the general nature of the work, promotions and staff meetings. Several of these factors were focused on and emphasized in the designed program.

Motivational Studies: Methodological Considerations

The literature reviewed so far has been offered to provide a general feel for the areas of motivational research. However, it must be pointed out here that it is not the intention of this review to present existing research findings as forms of "gospel". Rather, it needs to be noted that a good deal of existing work is problem

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isors4.4712.0 General nature of work4.4413.0 Table 1 Continued On Next Page ----------------------------------------------------------------- Table 1 Continued....... ----------------------------------------------------------------- FACTORSMeanRank ----------------------------------------------------------------- Self-development/growth opportunities4.4014.0 Kind of feedback supplied4.1915.0 Rests/coffee breaks4.1216.0 Degree of work required4.0517.0 Degree of fit between job description and job actualities4.0218.0 Evaluations3.9319.0 Supervision3.9020.0 Knowing what is going on at school3.8121.0 Working conditions3.6522.0 Promotion3.4223.0 Staff Meetings3.2324.0 ----------------------------------------------------------------- With respect to the foregoing, it can be pointed out that 12 factors rated lowest in motivation at Philip Livingston Middle School were mixtures of intrinsic and extrinsic job factors. This finding suggests that in the development of the motivational program, theories related to the use of both of these kinds of factors should be most appropriate. In addition to the just delineated factors, teachers and administrators were asked to: (1)
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Approximate Word count = 5879
Approximate Pages = 24 (250 words per page)

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