Research Problem: Effect of School Environment on Teachers’ Motivation at

Secondary Level

Questionnaire
Sr. # Statements
1 Job satisfaction is a factor of teacher’s motivation.
2 Leadership and the job itself help in job’s satisfaction.
3 Perceived fairness in teacher promotion system is good gesture.
4 Promotional opportunity elsewhere works better in motivation.
5 Work environment/ condition are important for teacher’s motivation.
6 Supervision practices support job satisfaction.
7 The pay given to teachers is worth the services they render.
8 Hardworking teachers are encouraged by giving them presents.
9 Teachers are promoted based on their qualifications and performance.
10 Teachers output outweigh the pay they receive in terms of salary.
Teachers who get low pay with regard to their inputs normally get demotivated affecting their
11 performance.
Fully trained teachers are ever motivated to teach thus improving their performance in terms of
12 curriculum delivery.
13 Training among teachers improves their job satisfaction thus improving their performance.

14 Availability of training opportunities among teachers motivates them to perform.

Training improves teacher’s confidence thus improves their performance in terms of
15 curriculum delivery.
16 Teaching and learning resources are inadequate in schools thus demotivating teachers to teach.
17 There are tight rules and regulations in schools which demotivate teachers.

18 Education policies in schools are tight on teachers thus they get dissatisfied with their jobs.
19 The arrangement of offices and spaces available in the offices demotivate teachers.
20 The school environment under which teacher work should be satisfactory.
 CHAPTER 4
DATA ANALYSIS

Item # 1. Job satisfaction is a factor of teacher’s motivation

Some education researchers like (Lewis, Goodman & Fandt, 1995; Golembiewski, 1973;

Kelly, 1974; Hoy and Miskel, 1987; Dessler, 2001; Peretomode, 1991) have been showed whether

job satisfaction is good motivation source or not in school environment. In this favor, (Lewis,

Goodman & Fandt, 1995) explained that the actions of the organization (whether public or private)

comes from the enthusiasm of employees, although their abilities are also crucial in determining

their job satisfaction in their environment. Similarly (Golembiewski, 1973) motivation refers to

the degree to which an organization is prepared to achieve a specified goal. It means determining

the nature and location of the force that induces the degree of motivation. To (Kelly, 1974)

motivation is related to the power to maintain and change the direction, quality and intensity of

behavior of employee in an organization. According to (Hoy and Miskel, 1987) Employees’

motivations are complex services, requirements, pressures or other instruments that initiate and

preserve professional activities aimed at achieving personal goals. Peretomode, (1991) It is also

believed that a motivated employee may also be unhappy with all aspects of his or her job. So, it can be

said that teachers have good opportunities in school satisfactory environment to get motivation in

their jobs.

Item # 2. Leadership and the job itself help in job’s satisfaction

Although evidence has accumulated on the impact of transformational leadership on job

satisfaction, organizational commitment, and organizational citizenship behavior in business,

military, and health service organizations (Bass, 1999; Bass & Avolio, 1990; Bycio, Hackett, &
Allen, 1995; Hate & Bass, 1988; Podsakoff, MacKenzie, Moorman & Fetter, 1990), there are few

studies on the influence of leadership on teacher’s job satisfaction, organizational commitment and

organizational citizenship behavior (see Geijsel, Sleepers, Leithwood & Jantzi , 2003; Leithwood

et al., 1999; Leithwood, Tomlinson, & Genge, 1996). So, the purpose of this research verified that

the impact of leadership on teacher job satisfaction, teacher’s organizational commitment and

behavior.

Item # 3. Perceived fairness in teacher promotion system is good gesture

A number of reviews have been published over the past decade on job characteristics research

(e.g., Aldag, Barr, & Brief, 1981; Pierce & Dunham, 1976; Roberts & Glick, 1981; Steers &

Mowday, 1977; Stone, 1986). However, these previous reviews contain several limitations, which

this study attempts to overcome. Specifically, there are three major differences between this study

and previous reviews.

Item # 4. Promotional opportunity elsewhere works better in motivation

Recently, various researches have been constructed to assess monitoring styles (e.g., Blais,

Sabourin, Boucher, & Vallerand, 1990; Ryan & Connell, 1989; Vallerand, Blais, Brittre, &

Pelletier, 1989; Vallerand & O'Connor, 1991). These are differ in the age of subjects toward whom

they are geared, in the domains to which they refer, and in how many of the six motivational

constructs (viz., amotivation, external regulation, introjected regulation, identified regulation,

integrated regulation, and intrinsic motivation) they assess. Still, the various scales have the same

theoretical underpinnings and have yielded complementary results.

Item # 5. Work environment/ condition are important for teacher’s motivation

Teacher self-efficacy has been shown to predict student motivation and achievement (Ashton &

Webb, 1986; Midgley, Feldlaufer, & Eccles, 1989; Moore & Esselman, 1992; Ross, 1992),

students’ self-efficacy and attitudes (Anderson, Greene, & Loewen, 1988; Cheung & Cheng,

1997), teachers’ goals and aspirations (Muijs & Reynolds, 2002), teachers’ attitudes toward

innovation and change (Fuchs, Fuchs, & Bishop, 1992; Guskey, 1988), teachers’ tendency to refer

difficult students to special education (Meijer & Foster, 1988; Soodak & Podell, 1993), teachers’

work environment (Allinder, 1994; Woolfolk, Rosoff, & Hoy, 1990), and the likelihood that

teachers will stay in the teaching profession (Burley, Hall, Villeme, & Brockmeier, 1991;

Glickman & Tamashiro, 1982).