School administrators and teacher motivation understandung: Cyprus Case
Keywords:
Teacher Motivation; School Administration; Self-improvement
Abstract
The aim of the study is to examine the opinions of school administrators regarding the motivational status of teachers. Primary and secondary school administrators who work in Northern Cyprus public schools and private schools were selected as samples. the school administrators were selected based on maximum variation sampling, which is a form of purposive sampling. In this research, variation was created based on the schools in which the administrators work, job type (manager or assistant manager), public or private school, grade (primary or secondary school) and district (Lefkoşa (Nicosia), Famagusta (Mağusa), Kyrenia (Girne), Güzelyurt, Iskele). The opinions of school administrators related to how they perceive the motivational levels of teachers are the following: working discipline, participation and body language. On the other hand, most of the school administrators’ opinions regarding the low motivation of teachers are related to “teacher unwillingness”. The teacher motivation understanding indicators of school administrators are generally extrinsically motivation oriented. In this case, there is an increased necessity for intrinsic motivation observation and evaluation of teachers.
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Akyeampong, K. (2017). Teacher educators’ practice and vision of good teaching in teacher education reform context in Ghana. Educational Researcher, 46(4), 194-203.
Bernaus, M., Wilson, A., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement, Porta Linguarum ,12, 25-36.
Büyükses, L. (2010). Work place motivation influencing factors of teachers. Unpublished postgraduate thesis, Süleyman Demirel University Institute of Social Sciences, Isparta.
Deckers, L. (2018). Motivation: Biological, psychological, andenvironmental. Routledge.
Duman, N. (2013). Motivation factors and teacher opinions of school administrators. Unpublished postgraduate thesis, Yeditepe University Institute of Social Sciences, Istanbul.
Elwick, A. (2017). Education reform in New York City (2002–2013). Oxford ReviewofvEducation, 43(6), 677-694.
Emiroglu, O.,Güneyli, A., Burgul. N.S. (2017). Motivationalsources of teachers in adevelopingcountry. Revista de Cercetare si Interventie Sociala, 57, 51-66.
Güneyli, A.,& Aslan, C. (2009). Evaluation of Turkish prospective teachers’ Attitudes towards teaching profession (Near East University case). Procedia Social and Behavioral Sciences, 1(1), 313-319.
Hathorn, C.,&Dillon, A. M. (2018). Action research as professional development: Its role in education reform in the United Arab Emirates. Issues in Educational Research, 28(1), 99-119.
Helvacı, M. A.& Başın, H. (2013). Motivation approaches of school administrators (Uşak disctrict sample). Electronic Journal of Social Sciences, 12(44), 300-322.
Hutabarat, W. (2015). Investigation of teacher job-performance model: Organizational culture, Work motivation and job-satisfaction. Asian Social Science, 11(18), 295-304.
Iravani, M. R., & ShekarchiZade, A. R. (2014). A social work study of effective cultural, social economic factors on work stress: A Review, UCT Journal of Management and Accounting Studies, 2(1): 5-7.
Kavcar, C. (2005). Turkish-literatureeducationandteachertraining. Theresults of reconstructionin Faculties of EducationandTeacher Training Symposium. Gazi UniversityFaculty ofEducation, 22-24 September.
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding,Vulnerable commitment and micro political literacy. Teaching and teacher education, 21(8), 9951006.
Kocabaş, İ. (2009). The effects of sources of motivation on Teachers 'motivation levels. Education, 129(4), 724-733.
Kocabaş, İ.&Karaköse, T.(2005). Attitude and Behaviours of School Administrators and effect on teacher’s motivation (Private and public school sample), Turkish Journal of Educational Sciences, 3(1), 79-91.
Little, J. W. (1993). Teachers’ professional development in a climate of educational reform. Educational evaluation and policyanalysis, 15(2), 129-151.
Miles, M. B. &Huberman, A. M. (1994). Qualitative Data Anaylsis, (2nd edition).ThousandOaks,CA: Sage Publications.
Mullins, L.J. (2005). Management and organizational behaviour. PrenticeHall Financial Times.
Schunk, D. H.,Meece, J. R., &Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. Pearson Higher Education.
Singh, P., Teoh, S. H., Cheong, T. H., Rasid, N. S. M., Kor, L. K., & Nasir, N. A. M. (2018). The Use of Problem-Solving Heuristics Approach in Enhancing STEM Students Development of Mathematical Thinking. International Electronic Journal of Mathematics Education, 13(3), 289-303.
Tasić, I.,Tubić, D., Tasić, Jand Mitic, T.(2011). Management theories in education. International Symposium Engineering Management and Competitiveness (EMC 2011), June 24-25, Serbia.
Ünal, F. T. & Bursalı, H., (2013). Opinions of Turkish Teachers related to motivation Factors. Middleeastern & African journal of educational research,5, 7-22.
Ünal, S. (2000). Activities of school administrators in primary schools to generate motivation. Pamukkale University Journal of Faculty of Education, 1(7), 84-90.
Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5-22.
Wigfield, A.,Cambria, J.&Eccles, J. S. (2012). Motivation in education. In The Oxford handbook of human motivation, (Ed. R. M. Ryan), p. 463-478, Oxford Library of Psychology.
Yıldırım, D.Ş. (2006). Motivation and job satisfaction influencing factors of teachers in offcial primary schools. Unpublished postgraduate thesis, Yeditepe University, Institute of Social Sciences, Istanbul.
Published
2019-04-29
How to Cite
Burgul, N., Emiroğlu, O., & Güneyli, A. (2019). School administrators and teacher motivation understandung: Cyprus Case. Amazonia Investiga, 8(19), 354-361. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/237
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