Motivation for teachers

Richard Ingersoll, a University of Georgia sociologist, defines teaching as "an occupation with a very high turnover rate and the graying workforce is only a piece of the puzzle" (Lawrence, 1999:13).

Johnson (1986:55) states that there are three theories of motivation and productivity that teacher motivation is based on.

• Expectancy theory: It is probable for a person to struggle for work if there is an expected reward such a bonus or a promotion that is worth working.
• Equity theory: Unfair treatment for their efforts and achievements makes individuals displeased.
• Job enrichment theory. The more varied and challenging their work is, the more productive employees become.

While merit pay and career ladders are dealt with in the first two theories, the third one studies distinguished staffing and "reform-oriented staff development" (NAEN, 1999).

There is a tight relation between performance-based pay and a career ladder to be climbed to take higher pay and higher status. Also, merit pay is known as "a compensation system" where employees are paid in terms of their performance. However, in educational practice, merit pay indicates a bonus plan that "supplements that standard pay scale and rewards teachers for special services, a multitrack pay scale that provides rapid salary advancement for outstanding teachers, or a bonus plan for accomplishment such as participating in extracurricular activities, or conducting in-service training" (Johnson, 1986:61).

According to Hawley (1985:58), in order to increase teacher competence career ladder plans should be done.
There are some principles to be designed for career ladder plans. These are:

• For high performance, economic rewards are important.
• In order to keep higher levels of pay and status, teachers carry on showing high performance.
• There should not be any competitive rewards which can discourage peer interaction and social approval, important to effective teaching.
• Fair and predictable assessment measures should be used.

"The need to avoid pain and the need for psychological growth" are two basic elements found in job enrichment theory (Silver, 1982:551). It is said that motivation factors should be intrinsic which present tasks that are more enjoyable, interesting and psychologically rewarding. Achievement, recognition, work, responsibility, advancement and possibility of growth take place in that group. On the other hand, other factors are extrinsic in terms of the context or setting where the work is performed. Organizational policy and administration, technical supervision, salary, working conditions, status, job security, effects on personal life, and interpersonal relations with superiors, peers and subordinates are in that group.

Date: 2016-01-05; view: 608