THE RELATIONSHIP BETWEEN REWARDS AND TEACHERS' MOTIVATIONAL ORIENTATIONS TOWARDS PROFESSIONAL DEVELOPMENT

Mary Lourett Philo D'Silva

A dissertation submitted in partial fblfilment of the requirements for the degree of Masters of Science

Faculty of Cognitive Science and Human Development UNIVERSITI MALAYSIA SARAWAK

July 1997

DECLARATION

No portion of the work referred to in this dissertation has been submitted in support

of an application for another degree of qualification of this or any other university or

institution of higher learning.

ACKNOWLEDGEMENTS

I am very grateful to the following special people who have made my pursuit of

learning possible and meaningful:

- Dr Ibrahim Ahmad Bajunid, the Director of Institute Aminuddin

Baki, Genting Highlands, for the inspiration given to be 'life-long

learners'.

- Tuan Haji Noor Bakar, the manager of the program, for the

guidance and advice given.

- Professor Dr Razali AroR the Dean of the Faculty of Cognitive

Science, UNIMAS, Sarawak, for showing concern and interest in

our program.

- Dr Farid Meziane, for being a wonderfully caring person, a good

teacher, a superb adviser and valuable friend.

- Dr Abang A. Ridman, for listening to all my troubles and

encouraging me to keep going on.

- Dr Hazrnan Shah & Dr Maheswary Kandasamy, for the help given

when 1 was starting on my thesis project.

- a1 the other lecturers who taught us, for giving us guidance and

help.

God the Almighty had put some very caring and loving relatives in my life to enable

me to continue with my studies :

- My mother, Christina George,

- My husband, Canute Januarius Magimay

- My mother-in-law, Mary Lourdes Magimay,

- My children, Jeanelle, Jeremiah Joseph and Jessica Anne,

- My brothers, Godwin and Bernard,

- My sisters Susan, Annet and Priya,

- My brother-in-law, Father Ferdinand Magiinay,

- My sister-in-law, Lydwina Magimay,

The moral support and encouragement given have been very instrumental in

making me persevere through this one year

T also wish to extend my deepest gratitude to the following people

- Mr Mahalingam of University Malaya, for patiently translating my

questionnaire and helping me in many matters

- My dear friend Ding Eng Na, for the loving concern shown

towards Jeanelle and for guiding her in her studies in my absence

- My friends in Sekolah Menengah Batu Lapan, Puchong, for being

my 'guineapigs' without hesitation

- And especially to Ms Bridget Jayatilaka and Mrs Vasuthevan, for

being supportive and very helpful

- A11 the teachers who participated by answering the research

questionnaire.

- My fellow cohort members for making this year of study a very

eventful and tnemorable one.

DEDICATION

'This thesis is dedicated to the memory o f my late father, Rejohn George D7Silva, who

has and will always be my inspiration to go that extra mile and be somebody different

TABLE OF CONTENTS

Contents PAGE NO

ACKNOWLEDGEMENTS . . . 111

IDEDICATlON v LIST OF TABLES ix LIST OF FIGURES x

I

ABSTRACT xi ABSTRAK xiii CIIAPTER INTRODUCTION 1

1 1.1 Background 1 1.2 Statement of the Problem 4 1.3 Purpose of the Study 6 1 4 Objectives 7 1 5 Hypothesis 7 1.6 Limitations and Assumptions of the Study 8

2 LITERATURLE REVIEW 9 2.1 Introduction 9 2.2 The Importance of Teacher Development 10 2 3 The Concept of Motivation 16

2.3.1 The Measurement of Motivation 17 2 3.2 Theories on Motivation 20

2.3.2.1 Maslow's Hierarchy of Needs 2 1 2.3.2.2 Alderfer's ERG Theory 23 2.3.2.3 Herzberg's Two Factor Theory of 24

Motivation 2 3.2.4 Achievement Motivation Theory 27 2.3 2 5 Cognitive Theories of Motivation 28 2 3.2.6 Recent Theories 3 5

2 3 3 Intrinsic and Extrinsic Motivation 36 2.3 4 Summary 3 8

2 4 Motivational Orientations 39 2.5 Rewards 44

2.5 1 Reward Philosophy 44 2 5 2 Areas for Non-financial Motivation 45

2 5 2 1 Achievement 4 5 P

2.5.2.2 Recognition 46 2.5 2.3 Responsibility 46

2.5.3 Rewards and Incentives 49 2 5 4 Controversy 50 2.5 5 Rewards Found in Teaching 5 1 2.5.6 Research on Job Satisfaction and Rewards System 52

in Malaysia 3 MF,THODS AND PROCEDURES 5 4

3.1 Introduction 5 4

3 2 Design of Study 54 3.3 Theoretical and Conceptual Models of the Study 5 5 3.4 Sample 56 3.5 Development of the Instrument 5 7 3 6 Validation 58 3.7 Collection of Data 5 8 3.8 Analysis of Data 5 9

3.8.1 Factor Analysis 59 3.8.2 Pearson's Correlation 60

4 RESIJLTS AND DISCUSSION 6 1 4.1 Introduction 6 1 4 2 Socio-Demographic Characteristics 6 1

4 2.1 Gender of Teacher 62 4.2.2 Age of Respondent 62 4.2.3 Marital Status 63 4.2 4 Academic Qualification 64 4.2.5 Teaching Experience 6 5

4.3 Factor Analysis 66 4.3.1 Motivational Orientation Scores 66 4 3.2 Rewards Score 76

4.3.2.1 Reliability Score 76 4.3 2.2 Factor Analysis on Rewards 7 8

4.4 Relationships of Selected Variables 8 1 4.4.1 Socio-demographic Variables 8 1

4.4.1.1 Gender 8 2 4 4 1.2 Age 83 4.4.1 3 Marital Status 83 4.4.1.4 Academic Qualiecation 8 3 4 4.1 .5 Teaching Experience 84

4.4.2 Reward Variables 84 4 4 2. B Financial Gains 8 5 4.4.2.2 Recognition and Praise 85 4.4 2 3 Benefits 85 4.4.2 4 Career Development 8 6 4.4 2.5 Personal Improvement 8 6 4.4.2.6 Self-esteem and Respect 8 7 4 4 2.7 Summary 8 7

7

4.4.3 Correlations between Intrinsic & Extrinsic Rewards and Positive/Negative Motivational 87 Orientations

5 CONCLUSIONS. INTERPRETATIONS, IMPLICATIONS AND RECOMMENDATIONS 89 5.1 Introduction 8 9 5.2 Results 8 9

5.2.1 Socio-demographic Profile 8 9 5.2.2 Findings from Factor Analysis 8 9

5.2.2.1 Motivational Orientations 5.2.2.2 Rewards Preferences

5.2.3 Relationships Between Selected Variables 5.2.3.1 Socio-demographic Relationships 5.2.3.2 Rewards

5.3 Mag or Conclusions and Interpretations 5.3.1 Motivational Orientations of the Teachers

Towards Professional Development 5.3.2 Extrinsic and Intrinsic Rewards Affecting

Teachers' Motivational Orientations 5.3.3 Relationships Between Rewards and Motivational

Orientations 5.4 Implications 5.5 Recommendations for Further Research BIBLIOGRAPHY APPENDICES A : The English Version of the Questionnaire B : The Bahasa Melayu Translation of the Questionnaire C : The Factor Loading Scores for Motivational Orientation D : The Factor Loading Scores for the Rewards Items E : Letters of Permission

LIST OF TABLES

Title Herzberg's Two-Factor Theory Motivational Orientations Interpretations based on Guilford's Rule of Thumb Gender of Teacher Age of Teacher Marital Status Academic Qualifications Teaching Experience Factor I - Social Welfare Factor 2 - Escape and Stimulation Factor 3 - Social Relationship Factor 4 - Professional Advancement Factor 5 - Cognitive Interest Factor 6 - External Expectations Factor 7 - Personal Goal Factor 8 - Intellectual Interest Factor 9 - Learning Activity Factor 10 - Department Directives Reliability Coefficients of Motivational Orientation Factors Correlation Coefficients of Chosen Factors Reliability Coefficients of Combined Factors Seven Factor Model for Motivational Orientations List of Reward Items Used for Reliability Analysis Reward Factors Reliability Analysis on Reward Factors Rotated Factor Matrix Reliability Coefficients for Reward Types Relationships between Motivational Orientations & Socio- demographic variables Correlations between Rewards & Motivational Orientations Most Significant Reward Correlation CoeEcients Between Motivational Orientations & Wewad Types

Page No. 25 44 60 62 62 63 64 6 5 67 67 6 8 69 69 70 70 7 2 7 1 72 72 74 74 7 5 76 7 8 79 8 0 8 1

LIST OF FIGURES

Title A Generalised Model of the Basic Motivation Process Model of Motivation OrganisationaP Link Maslow's Hierarchy of Needs A Hierarchy of Work Motivation The Porter-Lawler Motivation Model Theoretical Model of the Study Conceptual Model of the Study

Page No. 10 17 20 22 22 3 1 5 5 5 6

ABSTRACT

This study examined the relationship between rewards and teachers7

motivational orientations towards professional development. The study sought to

answer three major questions :

1. What are the motivational orientations of the teachers towards professional

development?

2. What are the rewards that affect teachers' interests in professional development?

3. What is the nature of the relationship between extrinsic/intrinsic rewards and

teachers' motivational orientations towards professional development?

A three-part questionnaire was used in the study . Part 1 consisted of questions

socio-demographic details. Part 2 consisted of questions designed to assess

the motivational orientations of the teachers participating in this study. The questions

in Part 3 determined which rewards were important to the teachers.

Two hundred and twenty-seven school teachers from the district of Puchong

the population of the study. Teachers7 motivational orientations were found

be of two types namely, positive and negative. Positive motivational orientations

rised of 'Professional and Intellectual' factors whilst negative motivational

ions comprised of 'Escape, Stimulation and External Direction' factors.

ed, ranged from extrinsic rewards like financial gains to intrinsic types

If-esteem and respect.

xii

The statistical techniques used were factor analysis and Pearson's product-

moment correlations. Factor analysis determined the principle components for

motivational orientations and rewards. Upon establishing the main components,

correlational tests were carried out.

This study indicated that there were some significant relationships between

rewards and motivational orientations of the teachers:

1. A positive relationship was recorded between positive orientations and intrinsic

rewards.

2. A negative relationship was recorded between positive orientations and extrinsic

rewards.

3 . A positive relationship was recorded between negative orientations and both types

of rewards.

is important that the authorities concerned motivate teachers by providing suitable

ards so that participation in professional development activities will be increased.

ABSTRAK

Kajian ini adalah tentang perhubungan antara pemberian ganjaran dengan

orientasi motivasi guru terhadap perkembangan profesional. Soalan kajian adalah

1. Apakah orientasi motivasi guru-gum terhadap perkembangan profesional?

2. Apakah ganjaran-ganjaran yang mernpengaruhi rnotivasi gum-guru?

3. Apakah jenis perhubungan antara ganjaran ekstrinsildinstrinsik dengan orientasi

motivasi guru-guru terhadap perkembangan profesional?

Soal-selidik kajian terdiri daripada 3 bahagian. Bahagian 1 mengandungi soalan-

soalan yang berkaitan dengan ciri-ciri sosio-demografik. Bahagian 2 mengandungi

soalan-soalan yang direkabentuk untuk menilai tahap motivasi guru-guru. Bahagian 3

telah rnenentukan ganjaran-ganjaran yang penting untuk guru-guru.

Seramai dua ratus dua puluh tujuh orang guru dari kawasan Puchong telah

digunakan sebagai sampel kajian. Orientasi motivasi adalah terdiri daripada dua jenis :

Positif - Faktor-faktor ' profesional dan intelektual ' .

Negatif - Faktor-faktor 'melarikan diri. perangsang dan arahan dari luar'.

Ganjaran yang diminati oleh guru adalah seperti :

Ekstrinsik - seperti pernberian wang

Instrinsik - seperti rasa bangga diri

digunakan adalah analisa fakt or dan korelasi Pear son.

or menentukan faktor-faktor utama bagi orientasi motivasi dan ganjaran.

faktor-faktor dikenalpasti, ujian korelasi dij alankan.

Kajian ini menunjukkan bahawa perhubungan yang signifikan wujud antara ganjaran

dan orientasi rnotivasi guru-guru :

Perhubungan y ang positif terdapat antara orientasi positif dengan ganjaran

Perhubungan yang negatif terdapat antara orientasi positif dan ganjaran negatif,

Perhubungan yang positif terdapat antara orientasi negatif dan kedua-dua jenis

Adaiah dicadangkan supaya pihak yang berkenaan meningkatkan inotivasi

guru dengan menyediakan ganjaran yang sesuai. Tindakan sedemikian akan

mengakhibatkan penglibatan dalam aktiviti perkembangan profesional turut

CHAPTER 1

INTRODUCTION

Interest has grown in creating a learning organisation, an organisation built on

a continuous learning process that enhances its capability for innovation, creativity,

rsick, 1994). In order for an

ees within the organisation

The challenges of the teaching profession are increasing. Students need to

w a lot more now than before. It is clear that teachers have to correspondingly

. A considerable amount of teacher development is based on the paradigm of

ange. This paradigm recognises the need for educational systems to anticipate or be

ive to current changes in society. Change is part of the teaching-learning process

be avoided. However such changes will not necessarily be recognized.

or desired by all teachers (Eraut, 1986).

As our country experiences the era of lnfonnation Technology and New

it is of utmost importance for the education field to be in line with the change

rogress. An important stakeholder in the education system's changes is the

r. The Government es and instruct changes in the education

ho acts as a tool for implementation.

Teachers have different personalities, decision making styles, verbal

dagogical beliefs and professional ambitions (Rowe and Sykes, 1989;

Smylie, 1988). Teachers teach in the way they do, not just because of the skills they

have or have not learned. The ways they teach are also grounded in their willingness to

keep up with the changes occurring in the country.

If schools are to succeed in their many goals then school teachers must

ly expand their knowledge and skills (Wise, 1991) . A teacher who assumes

he knows everything that he should know, is not being fair to himself. Neither is

e being fair to his students. Knowledge is not in a static state. It is constantly

changing. Researchers are discovering new methods in classroom instruction and

ndling of children. A teacher has to keep abreast with the current methods and

Teaching is a demanding and complex profession. Teacher education is

apparently not meeting its responsibility to prepare teachers for their changing role as

cilitators of learning with technology. Professional development is currently the

tool for implementing educational change. However, no matter how carehlly

nned. change cannot be expected to be long-lasting without a commitment from the

teachers to be lifelong learners (McLaughlin & Marsh, 1978).

Pre-service teacher education programs that teachers have received

an only be regarded as sufficient to prepare them to step into the world

g. But it is not enough. The concept of lifelong learning has been around for

ient Greeks had a word for it : Paideia - a society in which learning,

are the primary goals and all its institutions are

ed toward that end. The Athenians designed their society to bring all its members

o the hllest development of their highest powers. They were educated by their

ulture.. . ..by Paideia.

The Malaysian education system has progressed tremendously since the 1980s.

0 in mind, the Education Minister in a recent speech emphasised

of multimedia in imparting knowledge. Schools will start using

ultknedia technology for subjects such as Bahasa Melayu, English, Science and

1998. Are Malaysian teachers ready and open for such a

ic difference in teaching methods?

Presently in its efforts to achieve the challenges set by Vision 2020. the

Ministry of Education has :

I . Increased the number of courses for teachers,

2. Added a variety of relevant courses for teachers to participate in,

3. Increased the number of participants in the courses.

With the courses available, more teachers will have opportunities to enhance

career. In some schools. teachers are required to go for courses following a

y determined by internal administration. Teachers may look upon this as a burden

There are instances where reluctance has caused some form of

from the top. On the other hand there are cases when a large number of

show interests in certain courses but only a few are chosen to participate. As

when they are not offered the chance and this may

in frustration and dissatisfaction.

Our students have to be prepared for our information age society. Such an

ation begins with a knowledgeable teacher who is willing to learn and grow and

sent the new understanding to his/her students (Saljo, 1979).

Teacher Professional Development is the sum of all activities both formal and

rmal, carried out by the individual or system to promote staff growth and renewal

ers, 1991). Schlechty and Whitford (1983) have stated the purposes for

ofessional development as follows :

1 , When new programmes of study, new teaching methods and technologies

and new organizational procedures are being introduced, professional

development can have an 'establishing function'.

2. When performance capacities need to be enhanced, professional

development can serve as an 'enhancement hnction' .

3, It can serve a 'maintenance function' in relation to those conditions which

to if established administrative and organizational patterns

are to be operated effectively.

Helping teachers to develop themselves professionally is widely conceived as

for educational improvement, especially in improving student

ent of the Problem

Technological change has become the norm of ;he Malaysian society. There is a

r constant adaptation and re-skilling among workers. This is definitely an

eed for teachers to rethink, relearn and if necessary unlearn. There is no future

for any form of education that does not embrace life-long learning; nor is there any

fbture for any form of education that does not put facilitation of individual learning as

its prime focus (Broadfoot. 1992).

There is a need to inculcate a professional ideology which accepts the reality of

change. In our Malaysian scene, the village school teacher once was held in high

esteem because of their valuable learning and skills but now social changes have

brought about a situation where a teacher is not so highly respected anymore. One of

the reasons for this unfortunate twist could be the relative levels of teachers' subject

the individual teacher is

n the curriculum changes, technological advancement and perhaps changing

onsibilities. Teachers do not get to choose the courses they want and need. Very

the Education Ministry would select the teachers and whether they like it or not

achers have to attend the courses. There are some instances where the courses

Teachers who wait for courses to come their way, apply and get selected for

Professional development should not be neglected. It is of utmost importance

teachers to recognize its relevance and work towards achieving it on their own

Responsibility for professional development should be in the hands of the

teachers themselves. Teachers should not aUow themselves to stagnate in their

professional growth. If they develop professionally, their competencies will increase.

Teachers, thus, need to be interested in their professional development in order

to be responsible for it (Hall and Loucks, 1978). More humane ways are required to

motivate teachers to continue their education and improve their skills (Orlich, 1989).

One central issue to professional development is largely ignored : that of providing

ives to encourage and reward professional development. The correct use of

reward systems is very much recognized in increasing performance. It should be

is now in Malaysia, there are no clear

ards stated for participating and completing professional development programs.

ith the existence of many part-time/fbll-time courses now in private and public

s, the avenue to develop professionally without formal pressure is open. The

need not burden itself to provide the courses for teachers. If teachers are

will venture into professional development themselves.

The purpose of this study is to describe the nature of the relationship between

chers' motivational orientations towards professional development.

considered will be the extrinsic mode and also the intrinsic mode of

he objectives of the study can be summarised as follows :

i) To determine the motivational orientations of the teachers towards professional

ii) To determine the extrinsichntrinsic rewards that affect teachers' interest in

professional development.

ii) To determine the nature of the relationship between extrinsic/intrinsic rewards and

teachers' motivational orientations towards professional development.

following are the hypothesis of the study :

- There is a statistically significant relationship between the provision of

ards and teachers' motivational orientations towards professional

- There is no statistically significant relationship

ision of extrinsic rewards and teachers' motivational orientations

sional development.

There is a statistically significant relationship between the provision of

rewards and teachers' motivational orientations towards professional

- There is no statistically significant relationship

en the provision of intrinsic rewards and teachers' motivational orientations

towards professional development.

1.6 Limitations and assumptions of the study

The data for this study, collected from schools in the Puchong District, limited

he researcher's interpretation and analysis to the data collected only. Another

demographic factors such as race and background which may

on teachers' motivations have not been considered.

This study will consider professional development in the context of innovation

d change, and make the following assumptions :

1. Most teachers do not have an active interest in professional development

2. Increasingly, professional development is initiated from above rather than

from below.

3. Teachers' interest is directly related to teachers' motivation

Since the concept of motivation was not explicitly posed to the respondents, it

that the respondents' motivation inferred from their responses to

to them was reflective of their motivation towards professional