THE EFFECTS OF SOURCES OF MOTIVATION ON TEACHERS' MOTIVATION LEVELS

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1 THE EFFECTS OF SOURCES OF MOTIVATION ON TEACHERS' MOTIVATION LEVELS AssT. PROF. DR. IBRAHIM KOCABAÇ Firat University, Faculty of Technical Education Department of Educational Sciences Elazig, Turkey This study, in which a descriptive scanning model is used, aims to determine the effects of motivational sources on teachers' motivation levels. The population sample for this study consists of teachers working in the Elazig city center in academic year. A sample of 225 teachers was randomly selected from this population. Data obtained through the questionnaire was analyzed using SPSS for Windows computer program; the frequencies, percentages and means were calculated, T- Test and One-Way ANOVA techniques were used to analyze data. According to thefindings,teachers are mostly motivated hy the following factors: a sense of safety in school, pupil achievement, the levels of attraction to the teaching profession, levels of selfreliance, their perception of their status in society, the importance of positive inspection reports, the sense of self-fulfillment, a positive atmosphere in school, positive relationships amongst teachers, their perception of their competencies in their fields, their levels of self-respect, the school's position in the league tahles, an appreciation of their achievements and values, effective administration and management, and a sense of security on matters such as health and security, sickness and arrangements for retirement. In addition the following matters were identified as having negative effects on teachers' motivation levels - a competitive climate amongst teachers, the fear of heing suhject to disciplinary action, and school deficiencies in teaching and learning technologies.key words: Motivation, motivation sources, teacher. It should be noted that there is a motive, or a string of motives, behind every kind of behavior in all situations (Cuceloglu, 1997). Almost everyone is in some way motivated. The motivation might be to become rich, to become famous, or sim- ply to gain status. According to Peters and Waterman ( 1995) researchers have identi- fied that the main factor in motivating people is to give the individual a sense of success. However, levels of stimulation and anxiety, needs, beliefs and goals also significantly influence a person's motiva- tion (Keskin, 2007). An individual's motivation level is dependent on the mate- Introduction Education is a process of behavioral change and development that occurs continuously throughout every stage of life. Teachers are active in every stage of that process. The formation of desirable behavior in the student is closely linked to the motivation levels of the teacher, as well as the teacher's attitude and behavior. Low motivation levels in the teacher, who is in a critical position in the education and schooling process, has a negative impact on the achievement of high standards in education. 724

2 The Effects of Sources... / 725 rial and social benefits he or she gains from the institution they work in (Findikci, 2006). It is not just their physiological needs that employees need to be met by the organizations they work for. According to Basaran (1984) the individual also has social and psychological needs to be addressed by an employer. Teachers are responsible to their schools. The principal and the school board are primarily responsible for the administration of a school. The main responsibility for motivating teachers falls to the school administration (Kocabas & Karakose, 2002). According to Benaych (1996) school governors should be there to enthuse and invigorate rather than to "shape" schools. Whilst inspiring and encouraging positivity in others, strong leaders will at the same time increase and maintain their own motivation (Celik, 1999). The teacher is responsible for focusing the students' attention to, and interest in, learning. The enthusiasm of the teacher in daily activities has a significant impact on increasing the students' motivation levels. A key task of the teacher is to ensure the motivation of students (Deniz et al., 2006). Once achieved this links directly to the teacher's own motivation level. Concepts of motivation include the expenditure of effort to achieve a goal (Martin, 2000); creating forces that power and drive behaviors (Bursalioglu, 2002); improving a situation perceived to be difficult by an individual, meeting needs (Dull, 1981); providing driving forces to urge us into action (Gene, 1987), developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behavior, self-interest, selection, preference, willpower and drive (Srekli & Tevruz, 1997); a consideration of both intrinsic and extrinsic forces that actuate, direct and maintain behaviors (Gursel, 1997); increasing employees' willingness to work and making them believe that they will satisfy their personal needs best if they work efficiently in the organization (Yuksel, 1998). Definitions of motivation may vary but all agree that almost everyone is motivated in one way or another. Because everyone has a different background and personality, different interests and attitudes, expectations, desires and needs, sources of motivation differ according to the individual. Even so, according to Arik (1996), motivation has four fundamental functionsnamely initiation, the determination of intensity and level, the direction and maintenance of behavior. In this context, motivation is related directly to the source of the behavior, and how behavior can be directed, or its intensity increased once it is directed. The reason for this is that human beings are by nature action-oriented and their actions can be influenced by various means and methods (Keskin, 2007). It is not easy to identify general principles regarding motivation as human behavior is extremely complex (Eren, 1993). However, it is a well-known fact that people are motivated in various ways and by various means..teachers forms the backbone of education. What type and level of motivation best suits them? Answering this will benefit teachers them-

3 726 / Education Vol. 129 No. 4 selves, their students, educational administrators, and education system in general. However, motivation is not an observable event, nor is it an object that can be examined under a microscope. Factors effecting motivation can only be understood by interpreting the behavior of individuals and by conducting surveys (Celtek, 2004). Hence this study which aims to determine how strongly various sources of motivation drive teachers, was conducted by means of a survey. Aim of the Study This study was carried out in order to determine to what degree various motivation sources motivate teachers. It is based on the views of teachers working in primary education. In the light of the stated aim, answers were sought to the following questions. What are the teachers' views on motivation levels caused by motivation sources and do these views differ according to the teachers' a. Gender variable? b. Area of responsibility variable? c. Occupational seniority variable? Method The statistical basis of the study consisted of primary schools providing education in the academic year in Elazig province centre teachers work in these schools. The sample consisted of 225 teachers selected at random from this area. The data in the study was obtained by the questionnaire composed by the researcher for the purposes of the study in the light of the information gathered from the study of relevant literature, and based on expert opinion. For the Reliability analysis, Cronbach's Alpha statistical operation was performed and the reliability coefficient of the scale applied was calculated as Alpha=.916, Bartlett Test: and validation coefficient KMO:.858. The questionnaire consisted of two sections with four items concerning the personal information ofthe teacher surveyed in the first section, and thirty five items towards establishing the levels of motivative effect of motivation sources on teachers. The Quintet Likert grading scale was used in the questionnaire. Independent Groups t-distribution Test was performed to determine whether there was a significant difference between groups of teachers according to gender, area of responsibility and education level, and for the items where the distribution was not homogeneous with this test, Mann-Whitney U (MWU) Test was applied. In addition. One-way Variance Analysis (ANOVA) was used to determine whether there was a significant difference between groups according to an occupational seniority variable. Scheffe and LSD tests were used to establish between which groups the identified differences occurred. The Kruskal-Wallis test was applied on items where distribution was non-homogeneous and the Mann-Whitney U (MWU) Test used to identify which groups the difference was between. The significance level of the tests applied was accepted as 0.05.

4 The Effects of Sources... / 727 FINDINGS AND COMMENTS 1. Distribution of Teachers According to Variables The distributions of teachers according to variables are shown in Table 1. Table 1: Distribution of Teachers According to Variables Male Female Variables F % Distribution of Teachers According to the Gender Variable Distribution of Teachers According to the Area of Responsibility Variable Classroom Teacher Subject Teacher Distribution of Teachers According to the Occupational Seniority Variable 1-10 Years Years 21 Years and above Total On examining the findings regarding the personal information of the participants, it was identified that the male-female and classroom-subject teacher participant were close in number. In terms of the occupational seniority variable, although the highest level of participation is from teachers with years of experience, which constitutes 36.9% of participants, the participation numbers are in general close values. It is thought that the participation ratios according to variables being at similar levels had a positive effect on the reliability of the results General Findings and Comments on the Effect of Motivation Sources on Teachers' Motivation Levels As seen in Table 2, various motivation sources effect teachers'

5 728 / Education Vol. 129 No. 4 Table 2: Arithmetic Mean and Standard Deviation Results of Views on Effect of I Sources on Teachers' Motivation No 1 Items Feeling safe in the school environment motivates me. (N-225) X SS Having a respectable status in society increases my Realizing my potential in my profession provides Making a career in my profession increases my Positive relationships among teachers increase my Earning a good income motivates me Being happy in my personal life has a great bearing on my Receiving a good inspection report is important for my Being alienated by society and my friends decreases my Enjoying my job motivates me A positive atmosphere in the school motivates me Promotion and progression are very important for Convenient working hotirs motivate me My successes being recognized increases my A main goal of the school being achievable motivates me Changes and innovation at school are important for my Having high self-esteem motivates me Being part of the decision making process motivates me My value being respected motivates me Being penalized reduces my The competitive attittide among teachers is important for my Being regarded as a role model motivates me Commtmicating effectively with school members motivates me A "We" culture in the school increases my Being covered for eventualities such as retirement, accident, illness etc. motivates me An understanding of fair and consistent discipline is important for my An effective administrator governing the school motivates me Solidarity and cooperation between teachers increases my Emotional and psychological support of my family and fiiends motivates me An insufiicient facility at school for accessing information reduces my Being competent in my field motivates me Desire to achieve amhitiotis goals motivates me My self-esteem and self-respect motivates me My student being successful motivates me The school achieving the desired place in the league ubles increases my

6 The Effects of Sources... / 729 The motivation sources that have the most striking positive and negative effect on teachers' motivation, and the level of motivative effect these motivation sources have on teachers were identified as follows. Participants responded (x:4.83) "always" to the item "Feeling safe in the school environment motivates me." This finding indicates that safety requirements are an important factor in teachers' Teachers responded (x:4.80) "always" to the item "My students being successful motivates me". This finding indicates the importance of the effect of students' success on the teachers' It was identified that participants declared (x:4.80) "always" to item number 10 "Enjoying my job motivates me." This finding demonstrates the effect teachers liking their job has on their The teachers' views on the item "Having a respectable status in society increases my " was (x:4.79) "always". This suggests that teachers' command of respect in society affects their motivation to a great extent. Teachers responded (x:4.73) "always" to the item "Having high self-esteem motivates me." This finding demonstrates the importance of self-esteem in their Participants responded (x:3.04) "occasionally" to the item "The competitive attitude among teachers is important for my " This finding suggests that the competitive attitude among teachers does not have a significant effect on teachers' 3. Findings and Comments on the Effect of Motivation Sources on Teachers' Motivation Levels According to Gender Variahle It was identified that teachers' views stated on the questionnaire items regarding the level of motivative effect of motivation sources on teachers are at a similar level according to gender and that there is a significant difference between responses to only two items according to gender. Fetnale teachers adopted the itetn "My success being recognized motivates me." (Avg. Ranking=121.17) Table 3: Mann-Whitney U Test Results for Non-homogeneous Distributed Items According to Gender Item No 14 Items My successes being Male Average Female Average Significance Level 0.025* M.W.U Being regarded as a role * *p<.05

7 730 / Education Vol. 129 No. 4 more than the male teachers (Avg. Rankings ). This finding can be interpreted as suggesting that recognition is more effective in motivating female teachers. As a similar finding, female teachers agreed with the item "Being regarded as a role model motivates me." (Avg. Ranking=125.23) more than the male teachers (Avg. Ranking=102.11). Being regarded as a role model by people is more effective in increasing female teachers' Female teachers agreeing more with these two items may stem from the fact that they are more influenced by their environment. 4. Findings and Comments on the Effect of Motivation Sources on Teachers' Motivation Levels According to Area of Responsibility Variable It was identified that the teachers' responses to the questionnaire items regarding the level of motivative effect of motivation sources on teachers are at a similar level according to the area of responsibility variable, and that there is a significant diiference between responses to only one item. Classroom teachers agreed with the item "The competitive attitude among teachers is important for my " (:3.26) more than the subject teachers (:2.79) and both groups of teachers responded as "occasionally". The desire to start their students reading and writing earlier may have had an effect on classroom teachers agreeing with this item at a higher level. Table 4: t-test Results of Views According to Area of Responsibility Variable Item Items Classroom Subject tandp Levene The competitive X SS X SS t P F P 21 attitude among teachers is important for my * *p<.05

8 The Effects of Sources... / 731 Table 5: Kruskal-Wallis and Mann-Whitney U Test Results for Non-homogeneous Distributed Items According to Occupational Seniority Variable Average Ranking Kruskal-Wallis Test Groups Item No 1-10 Years (f=75,% Years (f=83, 21 years and above (f=67, Kay Square Df P showing difference 33.3) (1) %36.9) (2) %29.8) (3) A positive atmosphere in the school motivates me * 2-3 *p< Findings and Comments on the Effect of Motivation Sources on Teachers' Motivation Levels According to Occupational Seniority Variable It was identified that teachers' responses on the questionnaire items are at a similar level according to the occupational seniority variable. However, there is a significant difference between responses to three items. Teachers with years experience adopted the item "A positive atmosphere in the school motivates me." (Average Ranking= ) more than the teachers with 21 years and above seniority (Average Ranking=101.19). This finding may be interpreted as suggesting that the school atmosphere does not have a significant effect on the motivation of teachers with 21 years and above seniority. The occupational exhaustion weariness of the teachers in this group may have caused this situation. Teachers with years experience responded (:4.49) "always" to the item "Being part ofthe decision making process motivates me." This situation may stem from the fact that schools include teachers with 21 years and above seniority in their decision making processes due to their experience and exclude teachers with 1-10 years experience due to their lack of experience. A significant difference was identified between teachers with 21 years and above seniority and the teachers in other groups in their responses to the item "The competitive attitude among teachers is important for my " with teachers with 21 years and above seniority showing most participation in this item. This situation demonstrates that rivalry

9 732 / Education Vol. 129 No. 4 Table 6: Variance Analysis Results of Views According to Occupational Seniority Variable Item No 1-10 Years X SS Years X SS 21 years and above X SS Homogeneity Test Leven P ANOVA F P Groups showing Difference Being part ofthe decision making process motivates me ; 2-3 The competitive attitude among teachers is important for my ; 2-3 *p<.05 among teachers motivates teachers with the highest level of seniority the most. Conclusions and Recommendations Motivation is an extremely complicated and multi-faceted subject. However, meeting people's needs plays a very important role in their Nevertheless, meeting their needs is not the only factor that motivates people. Human beings are social and psychological beings. Everyone's behaviors, desires, needs, expectations, attitude and values are different. Therefore, they are motivated by different motivation sources. It is impossible to state that certain motivation sources motivate all people to a certain level. The findings of this study indicate that the following are among motivation sources that motivate teachers most: feeling safe in school, students being successful, liking their jobs, having high self-esteem, thinking they have a respectable status in society, getting good inspection results, self-realization, a positive climate in school, cooperation, positive relations and solidarity with teaching colleagues, the perception of themselves as competent in their field, self-worth and self-respect, good school ranking in league tables, thinking of their job-choice as a career, being happy in their private lives, their successes being recognized and their values respected, convenient working hours, effective communication with school members, finding their pay adequate, an effective administrator governing the school, a "we" culture and an understanding of fair and consistent discipline in the school, emotional and psychological support from family and friends, and feeling secure in the event of accident, illness or retirement. Furthermore, it was identified that the following also motivate teachers to a great extent: the general goals ofthe school being achievable, changes and innovation in the school, a desire to achieve goals, taking part in the decision making process, promotion or progression, and being regarded

10 The Effects of Sources... / 733 as a role model. However, it is concluded that a sense of alienation from friends or society, a competitive attitude among teachers, being subject to disciplinary measures, and inadequate facilities at school for accessing information have a negative impact on teachers' motivation levels. A significant difference was not found among groups of teachers according to variables in terms of motivative effect of motivation sources and it was observed that all groups of teachers have expressed similar views in general. In the light of these results, education administrators and school governors in particular should be aware of the factors that motivate teachers. School governors should transform the rivalry between teachers into amiable competition, use disciplinary measures sparingly, ensure there is an adequate level of educational technology and strive to create a positive school atmosphere with the full participation of its teachers. References Arik, I. A. (1996). Introduction to Motivation and Excitement, Çagatay Press, Istanbul. Aktan, H. B. (2008). Total Quality Management, Cicerikdetaydh327.pdf, Retrieved; Bagaran, í. E. (1984). Management of Organizational Behaviour, A.Ü.E.E. Publications, Ankara. Bursahoglu, Z. (2002). New Structure and Behaviour in School Administration, Pegem A Publications, Ankara. Cüceloglu, D. (1997), Human Being and Its Behaviour: Basic Concepts of Psychology, Remzi Publishing House, Istanbul. Çelik, V. (1999). Instructional Leadership, Pegem Publications, Ankara. Çelik, V. (2002). Classroom Management, Nobel Publications, Ankara. Celtek, E. (2004). Motivation Management, "Business Force" Industry Relations and Human Resource Magazine, 6, No. 1. Deniz, M., Selahattin Av aroglu, S., & Fidan, Ö. (2006). An Investigation of Levels of English Teachers' Motivating The Students, /nönü University Journal of Faculty of Education, 7, Dull, W. L. (1981). Supervision: School Leadership Handbook, Bell and Hawell Company, Ohio, U.S.A. Eren, E. (1993). Management Psychology, Beta Press Company. Istanbul. Emdikçi, t. (2006). Human Resource Management, Alfa Publications, Istanbul. Genç, N. (1987). Management and Motivation According to Goals, Business Magazine, 7, No.1-2. Gürsel, M. (1997). School Administration, Çizgi Publishing House, Konya. Hergüner, G., Arslan, S. & Dündar, H. (2002). The students' Who Are Studying at Eaculty of Education Physical Education and Sports Teaching Department Perceptions About School Experience I Course, Pamukkale University Journal of Faculty of Education, 2002, No. 11. Keskin, A. (2007). The Effect of Motivation and Attention Over Learning, pdf Retrieved: Kocaba, Í., & Karaköse, T. (2002). School Administrators' Motivating Skill on Organization Staff, Firat University Social Sciences Institute Department of Educational Sciences, Unpublished Master Thesis, Elazig. Peters J. T., & Waterman R. H. (1995). The Art of Managing and Raising, (Translated by: Selami Sargut), Altin Publicaitons. Ytjksel, Ö. (1998). Human Resource Management, Gazi Publishing House, Ankara.

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