ABSTRACT
Teacher motivation plays a central role in education because ofitsimpacton student motivation. Previous reviews of teacher motivation have focused on individual variables and psychopathology indicators. However, it is also important to understand the effect of organizational variableson teacher motivationbecause these highlightthe contextthat the teacher is a part of(i.e.,the school). The literature review in this paper analysed studies related to teacher motivation and a pre-defined group of organizational variablesthat werepublished between 1990 and 2014 in several electronic databases.The study found that organizational culture was the most studied variable associated with teacher motivationand most studies in this area were published between 2010 and 2014.Further,there was a prevalence of quantitative studies. This paper concludes with the theoreticaland practical implications of the results,as well assuggestions for future research directions...
A motivação docente ocupa um papel central na área da educação, especialmente pelo seu impacto na motivação dos alunos. Revisões anteriores sobre este tema focaram-se, maioritariamente, em variáveis individuais e indicadores de psicopatologia. Todavia, é importante analisar as variáveis organizacionais associadas à motivação docente, uma vez que estas salientam a importância do contexto onde o docente está inserido (i.e., a escola). Desta forma, a presente revisão da literatura procurou efetuar um levantamento dos estudos, publicados entre 1990-2014 e disponíveis em várias bases de dados eletrónicas, que relacionam a motivação docente e um conjunto pré-definido de variáveis organizacionais. Os resultados obtidos demonstraram que a cultura organizacional foi a variável mais estudada em conjunto com a motivação docente, a maioria dos estudos foi publicado entre 2010-2014 e que existiu um domínio de metodologias quantitativas. São apresentadas as implicações teórico-práticas dos resultados obtidos, bem como se indicam sugestões para futuras investigações...
La motivación docente ocupa un papel central en el área de la educación, sobre todo por su impacto en la motivación de los alumnos. La mayoría de las revisiones anteriores sobre este tema se han centrado en variables individuales e indicadores de psicopatología. Es importante analizar las variables de la organización asociadas a la motivación docente, ya que estas subrayan la importancia del contexto donde está el docente. Esta revisión de la literatura ha procurado recoger los estudios, publicados entre 1990-2014 y disponibles en varias bases de datos, que relacionan la motivación docente y una serie predefinida de variables de la organización. Los resultados muestran que la cultura de la organización ha sido la variable más estudiada, que la mayoría de los estudios se publicó entre 2010-2014 y que los métodos cuantitativos fueron predominantes. Se presentan las implicaciones teórico-prácticas de los hallazgos y se realizan sugerencias para investigaciones futuras...
Subject(s)
Faculty , Capacity Building , Motivation , SchoolsABSTRACT
Introduction: Job satisfaction is one of the most widely discussed issues in the organisational behaviour, personnel and human resource management. Teaching as an occupation requires a great deal of thoroughness and commitment hence requiring a greater degree of loyalty and mental involvement rather than physical presence. This study was conducted to determine the level of job satisfaction and employee motivation among the faculty members of ESIC Dental College and Hospital, Delhi. An attempt was made to determine the factors that influence the satisfaction and motivation level of the faculty members. Methods: 64 faculty members agreed to be a part of the study with equal numbers from the medical and dental fraternity. The study was conducted as an opinion survey on the basis of a pre-structured questionnaire divided into two sections : section 1 socio-demographic features of the subjects and section 2 divided into 6 sub sections with total 19 statements (S1to S19) exploring different factors. The mean score was calculated for each of the statements separately for the two groups along with the mean average score and the mean difference between the two groups. Results: It can be seen that 50% of the faculty was young (<40 years of age), majority were females (62.5%) and were at the rank of assistant professors (68.75%). Based on the responses to the questionnaire around 61% of the faculty members were satisfied with their current job. The range of the mean score of the faculty members was from 2 to 4.18 (dental faculty 2.31 to 4.18 and medical faculty 2 to 4.5). The average mean score for all the statements was 3.47 whereas the mean difference was 0.27. Conclusion: Based on the results of the survey it can be concluded that the faculty seems to be most satisfied with the teamwork and interpersonal relationships within the organisation as well as the social schemes run by ESIC. They considered themselves to be well equipped in terms of knowledge and skills as per their job expectations. They seemed to be most dissatisfied with the loan facilities offered and with performance based incentives given at the college.