Kübra YENEL, Emre SÖNMEZ, Burcu YAVUZ TABAK, Adnan KAN

Teachers’ Job Motivation: Scale Development Study

The aim of this study is to develop a measurement tool that determinesthe motivation levels of teachers based on selected motivation theories. In thiscontext, the measurement tool was prepared based on Herzberg’s Two FactorTheory, McClelland’s Theory of Needs, and Vroom’s Expectancy Theory. Within thescope of the study, validity and reliability studies were conducted. For researchvalidity; expert opinion was received, Exploratory Factor Analysis (EFA) andConfirmatory Factor Analysis (CFA) were conducted. EFA was performed with agroup of 272 teachers and CFA was performed on a different working group of 417teachers. Working groups were determined based on maximum diversity samplingmethod. According to the results of the structure validity of the research; the scalehas five-factor structure consisting of 33 items. These factors were determined as“need”, “belief”, “power”, “encouragement”, and “achievement” respectively. It wasconcluded that this five-factor scale explained 66.21% of the variance. As a result ofthe CFA application, it has been observed that the scale shows good fit values ingeneral. As a result of the applications and analyzes, it can be said that the scale is avalid and reliable scale and it has sufficient values in terms of psychometry.

PDF

___

Adams, J. S. (1965). Inequity in social exchange. In Berkowitz (Ed.) Advances in experimental social psychology (Vol. 2, pp. 267-299). New York: Academic Press.
Aksoy, H. (2006). Örgüt ikliminin motivasyon üzerine etkisi (Unpublished Master Thesis). Marmara University Institute of Social Sciences, Istanbul.
Alderfer, C. P. (1972). Existence, relatedness, and growth: Human needs in organizational settings. New York, NY, US: Free Press.
Anderson, J. C., & Gerbing D.W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, (84), 191-215.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bassett-Jones, N., & Lloyd, G. C. (2005). Does Herzberg's motivation theory have staying power?. Journal of Management Development, 24(10), 929-943.
Bennell, P. (2004). Teacher motivation and incentives in Sub-Saharan Africa and Asia. Knowledge and Skills for Development, Brighton.
Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of Undergraduate Sciences, 3(3), 147-155.
Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem.
Çelik, H. E., & Yılmaz, V. (2013). LISREL 9.1 ile yapısal eşitlik modellemesi: Temel kavramlar, uygulamalar, programlama. Ankara: Anı.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik, SPSS ve LISREL uygulamaları. Ankara: Pegem.
Davis, J., & Wilson, S. M. (2000). Principals' efforts to empower teachers: Effects on teacher motivation and job satisfaction and stress. The Clearing House, 73(6), 349-353.
DeVellis, R. (2003). Scale development: theory and applications (2nd ed.). Thousand Oaks, CA: Sage.
Dieleman, M., Cuong, P. V., & Martineau, T. (2003). Identifying factors for job motivation of rural health workers in North Vietnam. Human Resources for Health, 1(1), 1-10.
Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The work tasks motivation scale for teachers (WTMST). Journal of Career Assessment, 16(2), 256-279.
Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16(2), 250-279.
Herzberg, F., Mausner, B. and Snyderman, B. (1959). The motivation to work. New York: John Wiley.
Hoy, A. W. (2008). What motivates teachers? Important work on a complex question. Learning and instruction, 18(5), 492-498.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36. doi: 10.1007/BF02291575
Kanfer, R. (1990) ‘Motivation Theory and Industrial and Organizational Psychology’, in M.D. Dunnette and L.M. Hough (eds) Handbook of Industrial and Organizational Psychology, vol. 1, pp. 75–170. Palo Alto, CA: Consulting Psychologists Press.
Kline, R. B. (2011). Principles and practice of structural equation modeling. NY London: The Guilford Press.
Kyriacou, C., & Coulthard, M. (2000). Undergraduates views of teaching as a career choice. Journal of Education for Teaching, 26(2): 117–26.
Latham, G. P., & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annu. Rev. Psychol., 56, 485-516.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
Lunenburg, F. C. and Ornstein, A. C. (2013). Eğitim Yönetimi (Trans. Ed. G. Arastaman). Ankara: Nobel.
Maslow, A. H. (1954). Motivation and personality. New York: Harper & Row, Publishers.
McClelland, D. C. (1961). The achieving society. New York: Van Nostrand Reinhold.
McGregor, D. (1960). The human side of enterprise. New York: McGraw-Hill.
Müller, K., Alliata, R., & Benninghoff, F. (2009). Attracting and retaining teachers: A question of motivation. Educational Management Administration & Leadership, 37(5), 574-599.
Neves de Jesus, S., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology, 54(1), 119-134.
Nunnally, J. C. (1978). Psychometric testing. New York: McGraw-Hill.
Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory. New York: McGraw-Hill.
Ofoegbu, F. I. (2004). Teacher motivation: A factor for classroom effectiveness and school improvement in Nigeria. College Student Journal, 38(1), 81-90.
Ololube, N. P. (2006). Teachers job satisfaction and motivation for school effectiveness: an assessment. Online Submission.
Öztürk, E., & Uzunkol, E. (2013). İlkokul öğretmeni motivasyon ölçeğinin psikometrik özellikleri. Journal of Theory & Practice in Education (JTPE), 9(4), 421-435.
Pardee, R. L. (1990). Motivation theories of Maslow, Herzberg, McGregor & McClelland. A Literature Review of Selected Theories Dealing with Job Satisfaction and Motivation.
Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teacher’s motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186-196.
Robbins, S. P., & Judge, T. A. (2013). Örgütsel davranış (Trans. Ed. İ. Erdem). Ankara: Nobel.
Robbins, S. P., DeCenzo, D. A., & Coulter, M. (2013). Fundamentals of management (8th ed.) New Jersey: Pearson Prentice Hall.
Rudhumbu, N. (2014). Motivational strategies in the teaching of primary school mathematics in zimbabwe. International Journal of Education Learning and Development UK, 2(2), 76-103.
Steers, R. M., Mowday, R. T., & Shapiro, D. L. (2004). Introduction to special topic forum: The future of work motivation theory. The Academy of Management Review, 29(3), 379-387.
Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496-536.
Udechukwu, I. I. (2009). Correctional officer turnover: Of Maslow's needs hierarchy and Herzberg's motivation theory. Public Personnel Management, 38(2), 69-82.
Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65(3), 213-243. Vroom, V. H. (1964). Work and motivation. New York: John Wiley.
Watt, H. M., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408-428.
Wentzel, K. R., & Miele, D. B. (Eds.). (2009). Handbook of motivation at school. Routledge.
Wu, S. M. (2012). Relationships among perceived likeability of principal, school identity, and teacher motivation. Comprehensive Psychology, 1(6), 1-11.
Yılmaz, F. (2009). Eğitim örgütlerinde örgüt kültürünün öğretmenlerin iş motivasyonu üzerindeki etkisi (Unpublished Master's Thesis). Selçuk University, Konya.