motivation and job satisfaction

Prof Dr Zaidatol Akmaliah Lope Pihie, UPM 1

MOTIVATION AND JOB SATISFACTION

PROF DR ZAIDATOL AKMALIAH LOPE PIHIEFAKULTI PENGAJIAN PENDIDIKAN

UNIVERSITI PUTRA MALAYSIA

[email protected]


MOTIVATION

The set of forces that cause people to behave in certain ways


JOB SATISFACTION

Degree of Enjoyment that people derive from performing their job


FACTORS INFLUENCING MOTIVATION AND JOB SATISFACTION

Leader has no control

Individual Factors

Gender Abilities Age Experiences


Leader has limited influence because employee choose own social groups & relationship

Social Factors

Relationship at Work

Which teams they

are involved with

Mentoring Links

Personal relationship

s are involved or not at work


Leader has full responsibility in creating work environment

Organizational Factors

Conditions of Service Facilities Physical

Resources Work Load Work Incentives

Opportunities for career

development


Discuss Leader’s Role

Cultural Factors

Equal opportunities

Consideration for work/ life balance


RELATIVE IMPACT OF INFLUENCES ON MOTIVATION

5. National government policies

4. Professional Development Influences

3. Organizational managers and leader

2. Immediate manager

1. Immediate colleague

Self


MOTIVATIONAL STRATEGIES AT INSTITUTIONAL LEVEL

Strategies 11. Recognizing the importance of individuality in

motivation(A) In terms of stages of career. Look at the career cycle

of teachersI. Launching the careerII. Stabilizing: Developing mature commitment, feeling

at ease, seeking more responsibilities III. New challenges and concerns, diversifying, seeking

added responsibilities


IV. Reading a professional plateau: reappraisal, sense of mortality, ceasing striving for promotion or stagnating.

v. Preparing for retirement


Stage 2 Teachers are motivated by being offered the opportunity to get involved in a new initiative or take on a responsibility.

(Discuss this)

Stage 3Challenge a new sense of direction, a fresh challenge so that their abilities can be acknowledged and they have something new to look forwards.


Stage 4Need to be motivated by leader offering them a chance to finish their career “with flourish” by achieving something not tackled before but relevant to their experience.


B. In Terms Of Gender

Men work for money and career advancement? Is this true?

Women seek Jobs Satisfaction, a good working atmosphere and flexibility to fit family life.

vs


No gender stereotypes eg.;› Women are caring type› Men are more discipline and need

competitive roles› Single women are hard to deal with.

(Do you agree?)


C. IN TERMS OF DIFFERENT CULTURE

Any specific examples? China - Need good wages Russia- Need promotion and growth of skills? Malaysia - (teachers need ?)


STRATEGY 2- PROVIDE OPPORTUNITY FOR RELEVANT PROFESSIONAL DEVELPOMENT

Personal growth and development is closely related to motivational attitudes

How to gain confidence to meet new challenges? Discuss.o Develop new skillso Gain new skillso Demonstrate the ability to learn new ideaso Apply new ideas

Upgrade qualification- Master, PhD


STRATEGY 3- PROVIDE INDIVIDUALS AND TEAMS WITH A SENSE OF DIRECTION

Provide strategic direction/goals Staff want to work in schools that they feel is

“going somewhere”


STRATEGY 4- GIVE AS MUCH RECOGNITION AS POSSIBLE

Give cash rewards to schools whose examination performance had improved significantly over 3 years? (Eyland & Wales)

Discuss- What about the New Deal Program?› Money Reward

Should receive the same sum? 94% agree Should be based on most contribution? 34% agree

(94% vs. 34% said it is FAIR, or share the money to the school managers or leaders of the department that had improved significantly? Only 11% saw this as fair?


STRATEGY 5- ALLOW AS MUCH EMPLOYEE OWNERSHIP OF WORK AS

POSSIBLE

Staff become demotivated if: Peoples are simply told that “they must…” Peoples are put into threatened position It is felt that the plan is ‘gimmick’ promoted by a senior

member of staff to further his own work Plan is only to satisfy higher authority People feel alienated from the organization or from

whoever is responsible for the plan The leader assumes the role of the expert and there is a

lack of opportunity for teachers to develop and exercise responsibility


ACTIVITIES

Strategies to increase Teachers Job Satisfaction

(What are your strategies?)


JOB ENRICHMENT THEORY

Experience meaningfulness› Which is defined as the extent to which an individual

perceives her or his work as being worthwhile or important by some system of self-accepted values

Experience responsibility› Which is defined by the extent to which a person believes

that she or he is personally accountable for the outcomes of efforts

Knowledge of results› Which is defined as the extent to which a person is able to

determine, on a fairly regular basis, whether or not performance is satisfactory and efforts lead to outcomes


JOB CHARACTERISTICS MODEL

This model suggest that in teaching, jobs that require;1) Different activities in carrying out the work and the

use of a variety of teacher talents and skills (skill variety)

2) Teachers to engage in tasks identified as whole and comprising identifiable pieces of work (task identity)

3) Teachers to have substantial and significant impact on the lives or work of other people (task significance)


4) Substantial freedom, independence, and direction be provided to teachers in scheduling work and in deciding classroom organizational and instructional procedures (autonomy)

5) Teachers be provided with direct, clear information, about the effects of their performance (feedback) are likely to evoke the psychological states of meaningfulness, responsibility, and knowledge of results.

Hackman and Oldham’s research reveals that these conditions result in high work motivation, high-quality performance, high job satisfaction, and low absenteeism among teachers.


JOB ENRICHMENT CONCEPT AND PRACTICES


Is there a link between teacher motivation and commitment and school effectiveness?

“YES”Teachers are more committed, harder workers, more loyal to the school, and more satisfied with their jobs.


What are the motivating conditions?

Teachers find their lives meaningful, purposeful, sensible, and significant, and view the work as worthwhile and important

Have reasonable control over their work activities and affairs and able to exert reasonable influence over work events and circumstances.

Experience personal responsibility for the work and are personally accountable for outcome.


Activity: Discussion

Combination of Process Theory to motivate teachers in

New Deal Program (Program Tawaran Baru)


- CONCLUSION -

CHANGING PATTERN OF LEADERSHIP TO MOTIVATE SCHOOL TEACHERS


COMPETENCIES: MANAGING SELF-GOAL SETTING QUESTIONNAIRE

InstructionThe following statements refer to a job you currently hold or have held. Read each statement and then select a response from the following scale that best describes your view.

ScaleAlmost Never

1 2 3 4 5 Almost always


I understand exactly what I am suppose to do on my job

I have specific, clear goals to aim for on my job

The goals I have on this job are challenging

I understand how my performance is measured on this job

I have deadlines for accomplishing my goals on this job

If I have more than one goal to be accomplished, I know which are most important and which are least important

My goals require my full effort

May managers tell me the reasons for giving me the goals I have

My manager is supportive with respect to encouraging me to reach my goals

May manager lets me participate in the setting of my goals

My manager lets me have some say in deciding how I will go about implementing my goals

If I reach my goals, I know that my manager will be pleased

I get credit and recognition when I attain my goals

Trying for goals makes my job more fun than it would be without goals

I feel proud when I get feedback indicating that I have reached my goals

The other people who I work with encourage me to attain my goals

I sometimes compete with my coworkers to see who can do the best job in reaching our goals

If I reach my goals, my job security will be improved

If I reach my goals, my chances for a pay raise are increased

If I reach my goals, my chances for a promotion are increased

I usually feel that I have suitable action plan(s) for reaching my goals

I get regular feedback indicating how I am performing in relation to my goals

I feel that my training was good enough so that I am capable of reaching my goals

Organization policies help rather than hurt goal attainment

Teams work together in this company to attain goals

This organization provides sufficient resources (e.g., time, money and equipment) to make goal setting effective

In performance appraisal sessions, my supervisor stresses problem solving rather than criticism

Goals in this organization are used more to help you do your job well rather than punish you

The pressure to achieve goals are fosters honesty as opposed to cheating and dishonesty

I my manager make a mistake that affects my ability to attain my goals, he or she admits it.


Scoring and Interpretation

Add the points shown for items 1 through 30. Scores of 120 to 150 may indicate a high-performing, highly satisfying work situation. Your goals are challenging and you are committed to reaching them. When you achieved your goals, you are rewarded for your accomplishments. Scores of 80 to 119 may suggest a highly varied work situation with some motivating and satisfying features and some frustrating and dissatisfying features. Scores of 30 to 79 may suggest a low-performing, dissatisfying work situation.

motivation and job satisfaction

Documents

new initiative

new sense of direction

job satisfaction motivation

career advancement

terms of gendermen work

job satisfactionleader

malaysia teachers

sense of mortality