Article 1: Some Determinative Factors for Teachers’ Job Motivation Step 1: Identify the question:
As it pertains to the teacher-learning environment, what are the potential factors that contribute to teachers’ job motivation? Step 2: Choose a sample or samples of analysis:
201 Romanian teachers from across all educational levels were selected to complete the three qualitative questionnaires (DM, SP, and MM). 161 females and 40 males were graded on a seven-point Likert scale. Seniority in the teaching field (number of years), teaching environment (urban or rural), level of education (pre-bachelors through PhD) and level at which degree was attained were determining factors for acceptance into the study. Step 3: Determine the type of …show more content…
The use of “strategy” can be examined as used in Barnaus, Gardner’s 2008 underlying questions for the research:
“Do the students and teachers perceive the use of the same strategies similarly?”
“Are the strategies as reported by the teachers related to their students’ motivation and achievement?”
“Are the students’ perceptions of the use of these strategies related to their motivation and achievement?” Step 4: Reduce the text to categories and code for words or patterns:
Although the use of strategies in the underlying questions, the use of ‘perceptions’ gleaned far more important and the analysis was based on the perceptions of the person providing the information for further analysis. Step 5: Explore the relationships between concepts:
This study provided analysis of teachers reporting of innovative or traditional strategy use and the students perceptions of the objectives taught. There was a disparity in many of the objectives:
Significance of correlations: 16 of 26 strategies were significant
Innovative verse traditional strategies: 12 innovative strategies were identified by teachers however, six were not perceived by students. 14 traditional strategies were identified by teachers and 10 were perceived by …show more content…
Also, variant information of the participants included: ages ranged from 22-65, tenure of teachers was between one and 21 years, longevity at the school was one to five years (214 out of 375). Further 79 percent (298) had a bachelor’s degree and 31 percent (31) had a masters degree. Further, 14 items were divided into four sub scales (team harmony, integration with job, commitment to job, and personal development) to make the data collection five-point ‘Job Motivation Scale’. Step 3: Determine the type of relationship to examine:
Content Analysis will be applied as it pertains to the use of ‘job motivation’. The use of job motivation can be examined as used in Recepoğlu’s 2014 underlying questions for the research:
What is the job motivation level of the teachers?
Do teachers’ perception about job motivation show a meaningful difference in terms of teachers’ gender, age, tenure of office and education level? Step 4: Reduce the text to categories and code for words or
As it pertains to the teacher-learning environment, what are the potential factors that contribute to teachers’ job motivation? Step 2: Choose a sample or samples of analysis:
201 Romanian teachers from across all educational levels were selected to complete the three qualitative questionnaires (DM, SP, and MM). 161 females and 40 males were graded on a seven-point Likert scale. Seniority in the teaching field (number of years), teaching environment (urban or rural), level of education (pre-bachelors through PhD) and level at which degree was attained were determining factors for acceptance into the study. Step 3: Determine the type of …show more content…
The use of “strategy” can be examined as used in Barnaus, Gardner’s 2008 underlying questions for the research:
“Do the students and teachers perceive the use of the same strategies similarly?”
“Are the strategies as reported by the teachers related to their students’ motivation and achievement?”
“Are the students’ perceptions of the use of these strategies related to their motivation and achievement?” Step 4: Reduce the text to categories and code for words or patterns:
Although the use of strategies in the underlying questions, the use of ‘perceptions’ gleaned far more important and the analysis was based on the perceptions of the person providing the information for further analysis. Step 5: Explore the relationships between concepts:
This study provided analysis of teachers reporting of innovative or traditional strategy use and the students perceptions of the objectives taught. There was a disparity in many of the objectives:
Significance of correlations: 16 of 26 strategies were significant
Innovative verse traditional strategies: 12 innovative strategies were identified by teachers however, six were not perceived by students. 14 traditional strategies were identified by teachers and 10 were perceived by …show more content…
Also, variant information of the participants included: ages ranged from 22-65, tenure of teachers was between one and 21 years, longevity at the school was one to five years (214 out of 375). Further 79 percent (298) had a bachelor’s degree and 31 percent (31) had a masters degree. Further, 14 items were divided into four sub scales (team harmony, integration with job, commitment to job, and personal development) to make the data collection five-point ‘Job Motivation Scale’. Step 3: Determine the type of relationship to examine:
Content Analysis will be applied as it pertains to the use of ‘job motivation’. The use of job motivation can be examined as used in Recepoğlu’s 2014 underlying questions for the research:
What is the job motivation level of the teachers?
Do teachers’ perception about job motivation show a meaningful difference in terms of teachers’ gender, age, tenure of office and education level? Step 4: Reduce the text to categories and code for words or