Antecedents of teacher motivation: A study in rural primary schools in Tamparuli, Sabah

• Main Author: Connie Shin @ Connie Cassy Ompok
• Format: Thesis
• Language: English; English
• Published: 2007
• Subjects: LB2832-2844.1 Teaching personnel
• Online Access: https://eprints.ums.edu.my/id/eprint/44872/1/24%20PAGES.pdf; https://eprints.ums.edu.my/id/eprint/44872/2/FULLTEXT.pdf

Rural schools that lack of basic facilities and infrastructure is the focus of the study. With this ruralism conditions, teachers in rural primary school face many obstacles and challenges that could hinder their motivation. These might affect their teaching effectiveness. This study intend to determine the importance of two motivation sources which are perceived organisational support and rewards besides the moderating effects of the particular teacher's background (gender, age and marital status). Out of 34 primary schools in Tamparuli District, only 21 schools had been selected for this study due to the factor that the teachers in this selected school received additional hardship or 'balik kampung' allowance based on criteria in MOE, Ministry of education in 1996. This included 161 teachers that directly become the respondents of the study. Data was obtained via questionnaire method. The questionnaire was consisted of four sections (demographic: 5 items; perceived organisational support: 17 items; intrinsic rewards: 4 items; extrinsic rewards: 7 items and teacher motivation: 5 items). With success rate of 73.29% (118) returned questionnaire and 102 fit to be evaluated. The data revealed that there was a strong correlation between perceived organisational support on teacher motivation as well as rewards (intrinsic and extrinsic) on teacher motivation. Teachers' background (gender, age and marital status) are found not strongly influence the level of the correlation of these two independent variables (perceived organisational support and rewards) on teacher motivation (dependent variable). The antecedents of teacher motivation in rural primary school in Tamparuli are due to many inter-related factors mostly perceived organizational support and rewards. This was true in rural condition, teachers should be given support and rewards in order to enhance or maintain their motivation.