Impact Of Motivation On Teachers' Job Performance: A Case Study Of A .
J. educ. sci. res.Journal of Educational Sciences & ResearchSpring 2017, Volume 4 No.1http://uos.edu.pk/JournalsImpact of Motivation on Teachers’ Job Performance: A Case Study of aPublic Sector UniversityJaved Hassan Akhtar1 & Irum Iqbal2AbstractMotivation is a critical variable in educational institutions as it upgradesstaff performance and efficiency. The current study aimed to explore the impact ofmotivation on teachers’ job performance. In order to investigate the impact ofmotivation on job performance of university teachers, a descriptive survey designwas employed through close-ended questions. The target population of thepresent study was all the male and female teachers from Ghazi University D. G.Khan, Pakistan. The study sample size was 100 teachers making 60% of thepopulation which was randomly selected from each department of the university.The researchers used the questionnaire as data collection instrument on 5-pointLikert scale. The results validated the research questions and proved statisticallysignificant impact of teachers’ motivation on job performance.Keywords: Intrinsic Motivation,Performance, University Teachers.ExtrinsicMotivation,1& 2 Ghazi University Dera Ghazi Khan, Pakistan; Email: jakhtar@gudgk.edu.pkTeachers’Job
Javed Hassan Akhtar & Irum IqbalIntroductionMotivation is a critical variable ineducational institutions as it upgrades staffperformance and efficiency. In truth, it isessential in deciding the effect ofeducation. This is on account of motivatedteachers probably be focused oneducational improvement of student andachievement of learning out comes.Therefore, the teachers should bemotivated with a specific end goal toenhance their job performance. By andlarge, pay rates and wages are imperativestimulating components since they go farin fulfilling fundamental needs. In theevent that a teacher is not motivated, jobperformance will weaken.AccordingtoLatt(2008)motivation and performance are essentialelements as far as association achievementand accomplishments. In the event thatprogressions happen in outside setting thenit is essential for an association to embracethat alteration since it might persuades topick up a focused improvement. In supportof this, the primary concern they requiredis the gifted and capable workers.According to Robbins et al., (2009)motivation plays a vital part in theinstitution since it expands the efficiencyof workers and the objectives may beaccomplished in an effective way.Workers' conduct can be transformthrough inspiration in any association.Motivation additionally joins in a vital partfor teachers in light of the fact that itaccomplishes the objective in a proficientway. While according to Mustafa andOthman (2010), teacher motivation iscritical in light of the fact that it enhancesthe abilities and information of teacherssince it specifically impacts the student'saccomplishment. Motivation can beintrinsic or extrinsic. According toWigfield et al., (2004) intrinsic motivationalludes to inspiration determined by aconcern or pleasure in the job itself,furthermore, subsists inside of the personinstead of concentrating on outside forceor a craving for prize. Intrinsicallypropelled employees are prone to performtheir duties enthusiastically. They arelikewise prone to investigate method formaking strides their aptitudes and abilities.While extrinsic motivation alludes toexercises in environment which impact aperson to take part in a sort of conduct. Itoriginates from outside of the person.Rewards as cash or positions and threats ofpenalty as a consequence of awful conductare samples of extrinsic motivation.Competition is likewise an outward helpsince it empowers the performer tosucceed as well as to defeat others, not justto value the normal rewards of themovement. An encouraging crowd and thelonging to win award are likewise extrinsicmotivations. According to Bennell &Akyeampong, (2007) motivation mightmanipulate an employee‟s performance inthe direction of achievement oforganizational goal and objectives.In university, the teachers don'thave adequate motivation in that case theyare less equipped which specificallyimpact the learners and the instructionalframework. Not very many researchesabout had been led in Punjab throughappreciation to teachers in a public sectoruniversity. Hence, this study was led in thesetting of D.G. Khan that fundamentallystressed on teacher‟s performance throughmotivation in the region of the Punjab,Pakistan.Research ObjectivesThe current study intends todiscover the impact of motivation onteachers‟ job performance and relationshipbetween motivation and teacher‟s jobperformance. Moreover the study wants toexplore the impact of intrinsic andextrinsic motivation on teacher‟s jobperformance and discover if the teacher‟smotivation and performance variesJournal of Educational Sciences & Research Spring 2017, Volume 4 No.155
Impact of Motivation on Teachers‟ Job Performance: A Case Study of a Public Sector Universitybetween male and female teachers.Objectives of the study are as under. To discover the impact of motivationon teachers‟ job performance. To explore the impact of teachers‟intrinsicmotivationontheirperformance of the job. To investigate the impact of teachers‟extrinsic motivation on their jobperformance. To observe the relationship betweenmotivationandteachers‟jobperformance. To discover the differences ofteacher‟smotivationandjobperformance between male and femaleteachers.Research Questions Is there a significant impact ofmotivationonteachers‟jobperformance? Is there a significant impact ofteachers‟ intrinsic motivation on theirjob performance? Is there a significant impact ofteachers‟ extrinsic motivation on theirjob performance? Whether there is a significantrelationship between motivation andteachers‟ job performance? Whether there is difference betweenteacher‟smotivationandjobperformance of male and femaleteachers?Significance of the StudyThe study can be beneficial as itmight assist to recognize the significanceof motivation that has solid effect on theprofitability and performance of teachersat university level. This study mightenhance the teacher's performance bymotivational elements to upgrade theinstructive structure. The current study ispivotal in its nature. The current studymodel is less investigated in Asian contextespecially in Pakistani area/region D.G.Khan. The study revealed variousimplications for theorists, practitioners andnew research scholars. This, study looks toinvestigate conceivable methodologies forenhancing university management andorganization. The study can be beneficialto the policy creators and administrators asit distinguishes significant methodologiesto alter the conduct of teaching personnelon the way to their job performance. It hasspecifically distinguished systems that willmove forward teacher assurance andworking conditions, in the meantime checkthe components that bring down theteacher‟s motivation. This study mightenhance the teacher‟s performance bymotivational variables keeping in mind theend goal to improve the instructive framework. The findings might be utilized byacademicians and different researchers forfurther research on the most proficientmethod to enhance teachers' motivation.The Ministry of Education will utilize thefindings to enhance different teachers‟motivational systems. The discoveries ofthe study will be helpful to serving head ofdepartmentsandprincipalsindistinguishing components that provoketeachers and thus make conformities whereessential.The scheme of the paper containson five parts where part one explains theintroduction of the study, part two dealswith past study literature, part threeelaborates methodology of the study, partfour clarifies study results and part acticalimplications.Literature ReviewMotivationAccording to Webster„s dictionary(2012) motivation as the act or procedureof affecting or force, or an spur. Okumbe(1998) defined motivation as a process thatbegins with a physiological scarcity orneed that motivates conduct or a force thatis designed at an objective or enticement.Journal of Educational Sciences & Research Spring 2017, Volume 4 No.156
Javed Hassan Akhtar & Irum IqbalAccording to Guay et al., (2010)underlying behavior” According toGredler (2004) motivation is characterizedas a main impetus that forces a person totake a few activities keeping in mind theend goal to accomplish certain objectives.The level of motivation of everybody isdifferent like recognition, mentality ofeverybody is distinctive. For instance aman experience hunger and as a responsethat specific person consume consequentlythe sentiments of yearning get lessened.Intrinsic motivationAccording to (Adair, 2009)motivation covers every one of themotives which grounds a man to dosomething as well as the negative ones nt. The foundation ofmotivation is both intrinsic and extrinsic.Intrinsicmotivationoccurswhenindividuals take part in an action withoutouter impetuses. They get inspired whenthey can control the measure of exertionthey put in an action since they know theoutcomes they will get, won't be by goodfortune. Intrinsic is motivation that isactivebyindividualgratification,curiosity, or happiness.Extrinsic motivationExtrinsic motivation needs to dowith incentives. Experts frequently balanceintrinsic inspiration with ed by support possibilities.Customarily, teachers regard intrinsicinspiration to be more attractive and tobring about preferable learning results overextrinsic inspiration (Deci et al., 1999).Adelabu (2005) stated that teacher'smotivation is exceptionally poor andteacher is likewise disappointed with theirexecutive situation and compensationsetting. The purpose for reducedmotivation refers to “the reasonsmotivation of teachers is that they havingshort compensations.Idea of PerformanceAccording to Olaniyan (1999)performance of teachers might be depictedas the responsibilities executed by aninstructor at a particular time in theeducationalstructureinattainingadministrative objectives. Performance issomewhat, a singular individual does.Execution of the instructors in educationalinstitutions is exceedingly impacted bymotivation. Instructors are when movedtheir execution thus come towards unusualstate. In the same vein, a few researcherstrust that performance is conduct shown orsomething done by the representative(Campbell, 1990).Idea of Job PerformanceJob Performance of employeesremains an issue of incredible concern tonumerous organizations counting theuniversity. According to Doneely (2002)that job performance is concerned with thegeneral adequacy and effectiveness ofcompleting things. It gives an indication ofhow an organization is fairing. The ideajob performance can be seen fromnumerous points of view like financial,industry and administration. According toNwachukwu (2006) job performance is theoutput, resulting from a given resourcesinput at a given time. Mali (2005)described job performance as achievingthe top of performance with minimal useon assets. Job performance in this manneris a basic element in financialadvancement as it legitimizes immense useby the association and has numerous otherhelpful impacts. Since it can be concludedthatjobperformanceinvolveaccomplishing more with less assets,making more from what you havepreferably more smart than harder, it isbasic to look at the different method forJournal of Educational Sciences & Research Spring 2017, Volume 4 No.157
Impact of Motivation on Teachers‟ Job Performance: A Case Study of a Public Sector Universityempowering job performance in ourprompt society.Theoretical FrameworkThe well-known theories which setthe basis of motivation and job satisfactionare described here. Herzberg's (1966) twofactor theory is comprehensively utilizedto work environment motivation andworker‟s satisfaction. There are two areasthat awaken a representative, the elementsthat make certifiable fulfillment and those„hygiene‟ or „maintenance‟ t. According to the theory,the insignificant nearness of on,workingconditions/environment, status, and , for instance, character ofsupervision, the working conditions, andremuneration don't, truth be told, goaddelegates, while nonappearance of suchoutward variables may provoke negativeperspective towards work. He pronouncedthat agents must be roused throughemphasizing the inherent componentsassociated with one's work. The center ofHerzberg's two-factor theory is thatemployment satisfaction originates fromnatural elements, while, disappointmenthappens because of extraneous variables.There are some studies which deal with theconcept of satisfaction and motivation andthe most apparent motivation scholar isMaslow (1943). He arranged andpositioned human needs in a progressiverequest starting with physiological needsas the premise and the requirement forself-actualization at the top. Physiologicalnecessities allude to the most vitalrequirements for survival, for examplefood, clothing, shelter, rest and water. Therequirement for security is , discipline, and dangers.The requirement for love includes bothgiving and accepting, and a feeling ofbelongingness among individuals. Selfregard is identified with mental selfportrait like fearlessness, Self-realization,whichdwells at the highest point of the needchain of importance, is one's craving forself-satisfaction and the expansion of one'spotential.Vroom's(1964)ValencyInstrumental Expectancy Theory clarifieswhy individuals, for example, instructorswork and act in the mode they perform asfar as endeavors and heading they take. Itadditionally portrays what organizationsdo to empower individuals/educators toapply their endeavors and capacities toaccomplish wanted objectives and inaddition fulfilling singular wants.According to Kopelman andHompson (1976) Expectancy Theoryforecasts of work inspiration and workperformanceareinspected.Asconjectured, forecasts were physicallyreinforced by considering the impacts offive limit conditions, period andintroductory level of the standard, level ofprizes, undertaking particular capacity andauthoritative responsiveness.The Relationship of Motivation andEmployee PerformanceMotivation and performance areessential components as far as n assumes a vital part in theassociation since it expands theprofitability of workers and the objectivescan be accomplished in a productivemeans. The conduct of workers can bealter through inspiration and motivation inany association (Latt, 2008)Motivation likewise joins in animperative part for teachers since itaccomplishes the objective in a proficientJournal of Educational Sciences & Research Spring 2017, Volume 4 No.160
Javed Hassan Akhtar & Irum Iqbalway. According to Mustafa, and Othman(2010) teacher motivation is vital in lightof the fact that it enhances the aptitudesand learning of teacher since it specificallyimpacts the student's accomplishment. Inthe event that in educational institutions,the educators don't have adequatemotivation then they are less able whichstraight forwardly impact the students andthe teaching learning procedure.Urdziková&Kiss(2009)conducted a study based on workermotivation. They portray the significanceand embodiment of motivation and focusout the human variable as the mostprofitable asset of associations and provideinformation about the application ofmotivation in Slovak associations.Akanbi, (2011) conducted thestudy that examined the impact of intrinsicand extrinsic motivation on workersperformance. The outcome gotten from theexamination demonstrated that thereexisted relationship between extraneousinspiration and the performance ofworkers, while no relationship existedbetween inherent inspiration and p styles of principals and jobperformance of teachers at high schoollevel in Nigeria. It was suggested thatschool principals ought to assimilate ablend of imperious and majority rule stylesof authority in their school organizationkeeping in mind the end goal to improvebetter occupation execution amongeducators.According to Tumilaar (2015)discipline is one of the principle considersthat could influence the employeeperformance, on the grounds that thenonappearance of discipline then allexercises to be done will align unsuitableresults and not with desires. Tumilaar(2015) investigation result exhibits thatdiscipline, administration, and motivationat the same time influence towards workerperformance, control and initiativesomewhat influences worker execution.The organization is required to payconsideration on what the necessities andwishes of the representatives as far assupporting the accomplishment of goodexecution.Mawoli, and Babandako (2011)conducted a study in which tried to findout scholastic personnel‟s motivation,disappointment and work performance.The research study uncovers thatscholasticstaffsareexceptionallyenergetic at work furthermore profoundlyplacated with the workplace. andpersonnel performance as it identifies witheducating is high whereas theirperformance in the zones of research anddifferent productions is moderate.Abdulsalam and Mawoli (2012)explored the relationship in the middle ofmotivation and performance of teachersand research performance. It demonstratedthat motivation applies critical impact onteaching execution yet does not apply anyhuge impact on research execution. Thestudy also prescribed that institution ofhigher education must capture the matterof scholastic personnel motivation truly toencourage powerful instructing andconveyance of information.According to Fasasi et al., (2015)managers spur and impel subordinates toact in attractive courses by doing thingswhich could fulfill their requirements. Thisstudy analyzed the components impactingmotivation of lecturers for most extremeemployment performance in advancedinstructional organizations in Nigeria. edgment,workcondition, administration and associationof staff in decision making were the mostexceptional elements which could propelteachers. Moreover, age of lecturers andexperience were found to impact theirmotivationJournal of Educational Sciences & Research Spring 2017, Volume 4 No.159
Impact of Motivation on Teachers‟ Job Performance: A Case Study of a Public Sector UniversityDavidson (2005) concentrated onpart of educators in giving great classinstruction in primary schools throughmotivation where it recommended a fewactivities to build the educator's level ofinspiration that will enhance the trainingframework. His study established that theawful functioning and livelihood situationsadversely affect the teachers‟ performance.According to Mustafa and Othman(2010) inspected the impression of highschool teachers about the impacts ofmotivation on their performance at work.They established that there is a positiveconnection in the middle of motivation andjob performance of teachers.While Alam and Farid (2011)found that for the most part teachersencountered that they were paid lesscompensation as indicated by theirlearning, aptitudes and abilities for doingtheir occupation. In this manner, regardshould be given to educators, give thempreparing to surpass their execution leveland pay rates ought to be composed bytheir abilities, experience and aptitudeswith respect to work.Geofrey (2010)statedthatmotivational elements fundamentallyinfluenced teachers educating and exploreexercises at Makerere College. It likewisediscovered that motivational variables didnot have huge impact on teachers' groupadministration exercises. It was presumedthat,motivationalvariablesdosignificantly affect speakers' instructingwhat's more, research exercises.Research hypothesis are as under:H1: There is significant impact ofmotivation on teachers‟ job performance.H2:There is significant impact ofteachers‟ intrinsic motivation on their jobperformance.H3:There is significant impact ofteachers‟ extrinsic motivation on their jobperformance.H4: There is significant relationshipbetween motivation and teachers‟ jobperformance.H5: There is significant difference ofmotivation between male and femaleteachers.H6: There is significant difference of jobperformance between male and femaleteachers.Conceptual FrameworkThe key factors, variables, concepts andthe supposed relationships among them areconsidered in the conceptual frame work.These collections of variables areemployed to examine the impact ofmotivation on job performance of teachers.MotivationJob PerformanceFigure 2.1 presents the conceptualframeworkThe current study was supported byVroom's (1964) Valency InstrumentalExpectancy theory and Hertzberg‟s (1966)two factor theory. These theories weretook on to direct an evaluation of theimpacts of motivation on the performanceof university teachers in D.G KhanDivision.Research hypothesisJournal of Educational Sciences & Research Spring 2017, Volume 4 No.160
Javed Hassan Akhtar & Irum IqbalConceptual framework showing the effect of motivation onteacher’s job performanceIndependent variableDependent ingTransportationHealth GrantsIntrinsic motivationJob satisfactionTeaching delightHuman resourcemanagement,Accessibility managementJob accomplishmentCompetitionAcknowledgmentTeacher’s jobPerformancePreparation of classnotes,standard reporting,presence institutiongatherings andconferencesadministration ofinstitution activitiescontribution insupplementaryactivities,satisfactory teachingpreparation (schemeofwork, lesson plans),Regular studentevaluation.Job elasticityPromotionFig 2.2 Source: Based on Hertzberg‟s (1966) two factor theoryResearch MethodologyThe current study was designed to exploreimpact of intrinsic motivation and extrinsicmotivation on job performance of universityin D.G. Khan. The study employeddescriptive survey method by incorporatingquantitative approach through close-endedquestions.PopulationThe targeted population consisted ofall the male and female teachers and head ofJournal of Educational Sciences & Research Spring 2017, Volume 4 No.161
Impact of Motivation on Teachers‟ Job Performance: A Case Study of a Public Sector Universitythe departments from Ghazi University D.G. Khan.SampleThe sample for the current study wascomprised of 84 male and female teachersand their 16 head of departments from thetotal no of 21 departments and 160 teachingstaff. Thus the study sample size wasconsisted of 100 teachers which representapproximate 60% of the population whichwere randomly chosen from everydepartment of the university to shape thestudy sample. According to Peretomde(1996), a sample size that is at least 10% ofthe study population is a decent illustrativeof the population. The sample was selectedthrough simple random sampling ionnaire as data collection tool. Thequestionnaire was divided into two partsaccording to variables. The demographicdescription of the respondents such asgender, age and academic qualificationexperience has been integrated in first partof the questionnaire. The second part ofquestionnaire consisted of three facets, i.eIntrinsic Motivation Questionnaire-IMQExtrinsic Motivation Questionnaire-EMQand Job Performance Questionnaire-JPQ.Intrinsic, extrinsic motivation and jobperformance scale consisted of 10 items.The questions were rated on five point likertscale which ranges from “Strongly Disagreeto Strongly Agree”. Pilot testing wasconducted with the sample of 30 teachersfrom the university. The obtained scoresfrom the Pilot test were used to estimate thereliability of the questionnaire. Thecronbach‟s alpha coefficient was used todeterminetheconsistency ofthequestionnaire. The value of the alpha was(.877) and it was acceptable for instrument.The questionnaires were distributed among84 sample teachers to fill intrinsic andextrinsic motivation scale and their 16 headof departments to fill teacher‟s jobperformancequestionnaire.Thequestionnaires distribution and collectionwas completed within three weeks, theresearcher received 86 questionnaires out of100. Among these 100 questionnaires 14were incomplete so these were discardedand data was analyzed on the response of 86respondents.Data was analyzed by computerprograms SPSS (statistically package forsocial sciences, version 22). Data wasexamined by means of inferential on and mean were calculated.Independent sample t. test was applied totest the hypothesis and co-relation was usedin order to see the relationship betweenintrinsic and extrinsic motivation. LeanerRegression analyses were used to find outthe impact of motivation on teachers‟ jobperformance.FindingsRespondent CharacteristicsDescriptive Analysis of DemographicVariablesThis part supplies analysis of demographiccharacteristics of the respondents (i.e.gender, age, education, marital status andexperience of respondents). Proceeding tableshow the review of descriptive results ofdemographic variableJournal of Educational Sciences & Research Spring 2017, Volume 4 No.162
Javed Hassan Akhtar & Irum IqbalTable 1: Analysis of demographic characteristics of the respondentsVariablesGenderAgeAcademic qualificationMarital statusExperienceResponsesMaleFemale20 To 30 Years31 To 40 Years41 To 50 Years51 To 60 YearsM.A/ M. ScM. PhilPh.DSingleMarriedWidowed/OrphanedLess Than 5 Years6 To 10 Years11 To 15 YearsMore Than 15YearsGender: 86 complete questionnaires wereincluded in the study which is filled byrespondents. Out of these 100 respondents, 60(69.8%) respondents were males andremaining 26 (30.2%) were females. Themean and standard deviation for gender are1.29 and 0.45respectively.Age: On the basis of age, respondentswere categorized in 4 parts. Out of 86respondents 26(30.2%) were 20-30 years, 33(38.4%) were lies between 31-40 yearscategory, 22 (25.6%) respondents were from41-50 years, 5(5.8%) respondents were 51-60years.Academic qualification: Respondentswere also inquired about their academicqualification. 35 (40.7%) respondents holdM.A/M.SC degree. 33 (38.4%) respondentshold M. Phil degree. 18 (20.9%) respondentswere Ph. D degree holders. The mean andstandard deviation for academic qualificationare 1.80 and 0.76 respectively.Marital status: Respondents wereinquired about their marital status.35 age 57.0%2.3%33.7%48.8%10.5%67.0%respondents were single 33 (38.4%)respondentsweremarried.2(2.3%)respondents were widowed / orphaned. Themean and standard deviation for marital statusare 1.60 and .51respectively.Teaching experience: On the basis ofexperience, respondents were categorized in 4parts. Out of 86 respondents 29 (33.7%) wereless than 5 years‟ experience ,42 (48.8%)were lying between 6 to 10 years category, 9(10.5%) respondents were from 11 to 15 years, 6 (7%) respondents were more than 15years. The mean and standard deviation forage are 1.90 and 0.87respectively.Testing of HypothesisCorrelation AnalysisCorrelation analysis is employed toobserve the relationships between all studyvariables. Correlation results are given in thefollowing table.Journal of Educational Sciences & Research Spring 2017, Volume 4 No.163
Impact of Motivation on Teachers‟ Job Performance: A Case Study of a Public Sector UniversityTable 2: Comparison between Motivation and Job vationPerformance**. Correlation is significant at the 0.01 level (2-tailed).There is a positive significantcorrelation between the motivation andteacher‟s job performance, r (86) .871, p 0.01Hence the hypothesis stating that thereissignificantrelationshipbetweenmotivation and job performance of teacherswas accepted.Table 3: Correlation between intrinsic motivation and extrinsic motivation and Job PerformanceCorrelationsIntrinsic motivationIntrinsic motivationExtrinsic MotivationJob PerformanceExtrinsic MotivationJob Performance1.7261.910**.663**1**. Correlation is significant at the 0.01 level (2-tailed).In above table it is demonstrated thatthere is a correlation among intrinsicmotivation and teachers‟ performance (r .910). The connection is statisticallysignificant (p 0.000) at 0.05 level ofsignificance. This means that increase inintrinsic motivation of teachers (likeincreasing their acknowledgment, worksatisfaction, job enlargement) assists toenhance their performance at job. It is alsoshown in table that there is significantcorrelation between extrinsic motivation andteachers‟ performance (r 0.663). Thecorrelation is statistically significant (p 0.000) at 0.05 level of significance. Thisalso entails to increase in extrinsicmotivation of teachers (like remuneration,free of charge housing, additional teachinggrants, advance payments in case ofeconomic inconvenience and free of chargehealth care services) assists to enlarge theirperformance at job consequently. It isconcluded that there is a positive correlationamong intrinsic and extrinsic motivation andperformance of teachers in Ghazi UniversityDera Ghazi Khan.Regression AnalysisThe current study has deployed thelinear regression analysis regarding studyvariables i-e intrinsic motivation, extrinsicmotivation and teachers‟ job performance.The linear regression is applied to test thehypothesis.H1: There is significant impact of motivation on teachers‟ job performanceJour
Motivation is a critical variable in educational institutions as it upgrades staff performance and efficiency. The current study aimed to explore the impact of motivation on teachers' job performance. In order to investigate the impact of motivation on job performance of university teachers, a descriptive survey design
ANALYSIS OF MOTIVATION IN THE PROFESSIONAL ENVIRONMENT. For our study and for a better understanding of the relationship professional identity-motivation, we considered relevant the presentation of aspects regarding motivation, be it economical or professional. 3.1 Economic motivation . The financial motivation is based on financial stimulus.
Motivation has a deep impact on the performance of employees. Smithers & Walker (2000) have the viewpoint that motivation has a big contribution in improving productivity. According to Malik (2010), motivation improves the performance of employees and in return employee motivation develops the organization.
The motivation structure analysis will be based on the general knowledge of the theory of motivation, together with the analysis of the employees’ motivation profiles. The fundamental tool used in this process is a cluster analysis and its usage in the creation of motivation programs. The analysis of motivation factors and their order will be
motivation for all of their daily activities - including reading! Motivation can be intrinsic or extrinsic. Intrinsic motivation: behavior that is driven by internal rewards. Intrinsic motivation is a type of motivation that arises from within the individual because the activity is naturally satisfying to him/her. Examples of intrinsic .
motivation, compared to extrinsic motivation, improves crowdsourcing performance such as work accuracy and output accuracy. Compared to extrinsic motivation, intrinsic motivation has a more significant impact on both job and organizational performance (Dobre, 2013). From the explanation above, we propose to examine the following
The impact of motivation and job satisfaction on employee performance is a heavily researched area in general, but in Kosovo there has been no studies of any filed related to motivation, job satisfaction or employee performance before. The aim of this research is to investigate: i) how does motivation impact employee in their performance and ii)
motivation is limited to the TESOL and applied linguistics fields, diverse studies on work motivation in general exist in organization psychology. Since this teacher motivation study can be called a work motivation study for the EFL teacher, mentioning the definition of work motiva
Spring Lake Elementary Schools Curriculum Map 2nd Grade Reading The following CCSS’s are embedded throughout the year, and are present in units applicable: CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or .
