The Effective Teacher Motivation Model in Higher Vocational College of GuangDong Province
Article Sidebar
Main Article Content
บทคัดย่อ
The purpose of this research was to propose the guidelines for an effective teacher motivation model in higher vocational colleges of Guangdong Province.the samples of this study were 66 public higher vocational colleges in Guangdong Province. The respondents were school administrators (132 respondents) and teachers (330 respondents) total of 462 people. The research instruments are semi-structured interviews, a Research questionnaire, and a checklist form. the statistics used for analyzing the data were context analysis, frequency,percentage, mean,standard deviation,and Exploratory Factor Analysis,and the finding was confirmed by the ethnographic future research. The findings of this research were:1. The level of teacher motivation in higher vocational colleges of Guangdong Province between moderate level and highest level.2. the components of an effective teacher motivation model in the Higher Vocational College of Guangdong Province comprised 7 components which were 1) School Climate (SC), 2) Self-efficacy (SE), 3) Working Conditions (WC), 4) Promotion Development (PD),5) Leadership Style (LS),6) Assessment and Evaluation (AE), 7) Management Effectiveness (ME).
Article Details
References
The General Office of the Central Committee of the Communist Party of China & the General Office of the State Council. (2021).Opinions on Promoting the High-Quality Development of Modern Vocational Education. online .from:https://www.gov.cn/ zhengce/2021-10/12/content_5642120.htm
National Development and Reform Commission&Ministry of Education. (2023). Implementation Plan for the Empowerment and Enhancement of Industrial Education Integration in Vocational Education (2023-2025). online. from:https://www.ndrc. gov.cn/xwdt/tzgg/202306/t20230613_1357506.html
Berry, B., Bastian, K. C., Darling-Hammond, L., & Kini, T. (2019). How teaching and learning conditions affect teacher retention and school performance in North Carolina. Palo Alto, CA: Learning Policy Institute.
Liang hongzhong. (2022). Optimization of teaching incentive mechanism of college teachers under the background of breaking the “five-only” problems: from the perspective of externality theory.China Agricultural Education. 2022 (4), 62-71.
Dan zhao. (2019). Case Analysis of Insufficient Salary Incentives for University Teachers in G University. Education Teaching Forum. 2019 (17), 68-69.
Li Guocang. (2022). Involution or lying flat: teachers work engagement choice in incentive governance in colleges and universities. Jiangsu Higher Education. 2022 (12), 107-114.
Peng Lijuan. (2019). Research on the Optimization of Teacher Incentive Mechanism in CT College. Economic Research Guide. 2019 (33), 122-138.
Huang Xueqiong. (2019). Study on H University’s Teachers Performance Evaluation of Distortion of Incentive. Dissertation paper.Huaqiao University.
Zhang Jian Xin. (2019). Research On Comprehensive Salary Incentive Mechanism Of Teachers In HB College. Dissertation paper. Hebei University of Technology.
Jiang liping. (2019). Optimization Path of Performance Management for College Teachers from the Perspective of Incentive Theory. China Adult Education. 2019 (21), 31-34.
Liu Guang.(2019).Effects of Extrinsic Incentive and Intrinsic Motivation on College Teachers’s Research Performance. Science Ｒesearch Management. 2019 (1), 199-208.
Cheng gang. (2019). The Effect of Teacher Incentives on Organizational Commitment—Mediating Ｒole of Job Satisfaction. Teacher Education Ｒesearch. 2019 (3), 61-69.
Yuan Y. (2022). Research on the incentive mechanism of young teachers in H Vocational and Technical College. Dissertation paper. Southwest University.
Chao SL. (2022). The Incentive Mechanisms and Knowledge Production in China’s Universities. Doctor’s Dissertation paper.Zhenjiang University.
Zhang Y. (2022). Research on Teacher Motivation in Shaanxi Higher Vocational Colleges ——Taking S Higher Vocational Colleges as an Example. Master’s Dissertation paper. NorthWest University.
Liu Shanqiu. (2020). Analysis of Difficulties and Improvement Measures in the Implementation of Incentive Mechanisms for Young Teachers in Colleges and Universities. Economic Research Guide. 2020 (16), 120-126.
Mirhamida Rahmah et al. (2022). Spiritual work motivation in mediating the influence for organizational climate on teacher performance during the COVID-19 pandemic. Kasetsart Journal of Social Sciences, 43 (3). doi:10.34044/j.kjss.2022.43.3.29
Willie E. Williams.(2018). Principal Leadership Style, Teacher Motivation,and Teacher Retention. Walden Dissertations and Doctoral Studies Collection. https:// scholarworks.waldenu.edu/dissertations.
LaKeshia L. Polite.(2020). Teachers' Perceptions of the Role that School Administrators Play Teachers' Perceptions of the Role that School Administrators Play in Their Job Satisfaction. Walden Dissertations and Doctoral Studies Collection. Walden University
Cabus, S.; Haelermans, C.; Flink, I. (2020). Evaluating a certificate program on educational mentorship and coaching leading to induction activities for new teachers in Rwandan primary schools. Leuven: HIVA-KU.
Melissa K. Amon.(2018). Principal Transformational Leadership Behaviors And Teacher Motivation. A Dissertation Submitted To The Graduate Faculty in partial fulfillment of the requirements for the Degree of Doctor Of Education.
Lindawati Sirait et al.(2022). Leadership Style, Motivation, and Organizational Culture on Job Satisfaction and Teacher Performance. Journal of Applied Business and Technology (JABT) 2022 3 (2), 115-129
Jamilus et al.(2022). Leadership and Principal Motivation on Teacher Performance at Madrasah. Al-Tanzim:Jurnal Manajemen Pendidikan Islam Vol. 06 No.i02 (2022) : 511-519 iDOI: http://doi.org/10.33650/al-tanzim.v6i2.3294
Etta Mamang Sangadji, Sopiah, And Bagus Shandy Narmaditya.(2021). Does Leadership Effectiveness Matter for Indonesia Vocational Teacher Performance? The Mediating Role of Work Motivation. Indonesian Research Journal in Education. Vol. 5| No. 2,p345-359.
Eni Nuryati, Bambang Mursito, Ida Aryati.(2021). Teacher Performance Reviewed From Leadership, Discipline, Motivation And Organizational Culture (Study at SMP Batik Surakarta). International Journal of Economics, Business and Accounting Research (IJEBAR). Vol-5, Issue-2, 2021 (IJEBAR).https://jurnal.stieaas.ac.id/index.php/ IJEBAR
Gray, R., Hill, A., Egley, R., Stubblefield, M., & Lewis, M. (2017). A positive school climate is associated with teachers’ well-being and mental health. Journal of School Psychology, 56, 45-58.
Yang, S., Chen, H., & Zhao, X. (2022). Positive school climate and its relationship with teacher burnout. Educational Psychology Review, 34 (2), 295-312.
Skaalvik, E. M. (2014). Teacher self-efficacy and burnout: A longitudinal study. Journal of Educational Psychology, 106 (3), 569-581.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Educational Psychology, 30 (1), 33-50.
Tuxford, L., & Bradley, G. L. (2015). Enhancing self-efficacy and managing teacher strain. Journal of Educational Administration, 53 (3), 442-463.
Klassen, R. M., Durksen, T. L., & Tze, V. M. C. (2014). Teachers’ self-efficacy and emotional regulation as potential buffers against burnout. Teaching and Teacher Education, 43, 111-119.
Polite, L. L. (2020). Working conditions as a hygiene factor in teacher job dissatisfaction. Journal of Teacher Education and Practice, 45 (2), 58-72.
Oktavia, R. L., Pratiwi, S. N., & Sukardi, S. (2022). The effect of working conditions on teachers’ job satisfaction and performance. Journal of Educational Research, 67 (1), 85-96.
Williams, W. E. (2018). Teachers' working conditions affect teacher retention: A systematic review. Educational Research Review, 23, 123-136.
TTF. (2016). Shortages of equipment in schools and teacher motivation. Teachers Task Force Report.
UNESCO IICBA. (2017). Teaching resources in developing countries: Impact on teachers' performance. UNESCO Report.
World Bank. (2018). Global education: Challenges in resource allocation for effective teaching. World Bank Report.
Noviandari, H., Purnomo, H., & Santoso, B. (2022). Relationship between work environment and teacher performance in SMA Negeri 1 Paciran. International Journal of Education and Development, 12 (3), 233-248.
Haryono, T., Supardi, S., & Udin, U. (2020). Training, promotion, and work motivation's impact on job performance. Journal of Management and Organization, 39 (1), 67-78.
Cordingley, P., Bell, M., Evans, D., & Firth, A. (2019). Continuous professional development and teachers' motivation. Professional Development in Education, 45 (4), 525-540.
Education Commission. (2019). Professional development and its role in educational systems. Education Commission Report.
Tournier, B., Fischer, G., & Kinsey, D. (2019). The impact of professional development on teacher effectiveness. European Journal of Teacher Education, 42 (2), 220-234.
Cafarella, R. S., & Daffron, S. R. (2013). Promoting adult learning through professional development. Jossey-Bass.
Fullan, M. (2014). Leading in a culture of change: Professional development and school improvement. Jossey-Bass.
Cabus, S., Haelermans, C., & Flink, D. (2020). Teacher promotion and its effect on retention. Journal of School Leadership, 30 (1), 12-30.
Calvert, L. (2016). The role of teacher agency in career development. Journal of Teacher Education, 67 (3), 181-195.
Amon, M. K. (2018). Leadership styles and teacher motivation: A comprehensive study. Journal of School Administration, 46 (2), 45-67.
Sirait, L., Hadiyati, N., & Sutrisno, E. (2022). The impact of leadership style on teacher job satisfaction. Journal of Educational Management, 35 (4), 100-115.
Jamilus, S., Alamsyah, A., & Kusuma, M. (2022). The effect of leadership and motivation on teacher performance. Journal of Islamic Education Studies, 28 (2), 195-210.
Sangadji, E. M. (2021). Leadership and its effect on work motivation and teacher performance. Journal of Leadership and Education, 38 (2), 89-102.
Huajun, Y., Zhu, W., & Lin, X. (2019). Motivating teachers through performance evaluation systems. Journal of Educational Studies, 56 (4), 300-320.
Nuryati, E., Rahardjo, M., & Setiawan, E. (2021). Teacher work performance and the factors affecting it. Journal of Education and Learning, 52 (2), 178-190.
Berry, B., & Shields, P. M. (2017). High-stakes testing and its impact on teacher retention. Journal of Educational Policy, 43 (3), 227-242.
Burke, P., Epling, R., Helms, L., & Hughes, T. (2015). Administrator support and teacher retention: A critical review. Educational Leadership Journal, 39 (1), 45-58.
Bafadal, I., Wiyono, B., & Sobri, Y. (2019). The effect of school-based management on teacher motivation and school quality. Journal of Educational Management, 46 (1), 59-74.
Matiang’i, F., Ochieng, P., & Wambua, G. (2016). Professional development's role in improving teacher productivity. Journal of Professional Development, 47 (2), 98-112.
Badger, P. L. (2022). Violence and lack of administrative support's impact on teachers. Journal of Educational Psychology, 60 (4), 400-420.
ZaheBabelan, A., Akbari, M., & Hosseini, A. (2019). The role of school administrators in promoting positive school culture. Journal of Educational Administration, 57 (3), 78-98.
Bora, P. (2018). Teacher motivation: A study on the role of intrinsic and extrinsic motivation among teachers. Journal of Educational Research, 12 (3), 45–60.
Chen, L., Vo, T. T., & Tuliao, M. D. (2022). Work motivation and employee performance: The moderating role of job resources. Journal of Business Research, 110, 105–114.
Chimier, C., & Tournier, B. (2021). Three initiatives to foster teacher motivation. Educational Studies, 15 (2), 175-190.
Claudia, T. (2015). The impact of teacher motivation on student learning outcomes. Educational Management Review, 8 (2), 55-70.
Diana, P., Jonsson, M., & Sievers, S. (2021). Motivation at work: Perspectives on intrinsic and extrinsic incentives in the workplace. Organizational Psychology Quarterly, 33 (4), 320–335.
I Ketut Setia Sapta. (2022). Work motivation and its impact on employee performance in organizations. Human Resource Studies, 14 (2), 95–110.
Klaeijsen, A., Vermeulen, M., & Martens, R. (2018). Teachers’ motivation and professional development: A case study on the role of intrinsic motivation in the learning process. Teaching and Teacher Education, 75, 171-183.
Matthew, M. (2020). Salary reform and performance supervision: Motivational models for teachers in vocational colleges. Journal of Vocational Education Studies, 10 (2), 52-60.
Mintrop, H., & Ordenes, M. (2017). Teacher motivation in low-performing schools: A challenge for school reform. Educational Leadership, 74 (8), 10-15.
Moolenaar, N. (2012). Collaborative networks and teacher motivation: The role of teacher collaboration in school improvement. Journal of Educational Leadership, 3 (2), 145-162.
Patterson, C. (2023). Extrinsic and intrinsic motivators for highly effective teachers. Teaching Today, 29 (4), 102-118.
Pourtoussi, R., Tengku Ariffin, T. F., & Pishghadam, R. (2018). The impact of teacher motivation on teaching effectiveness and student outcomes. Journal of Applied Linguistics and Language Research, 5 (3), 120–132.
Saheed Oyeniran, S. (2020). Teacher motivation and teaching quality: The moderating role of job satisfaction. International Journal of Educational Development, 44 (4), 13-22.
Virgiawan, F., Setiawan, A., & Fadilah, R. (2021). Measurement of work motivation and its effects on organizational outcomes. Journal of Behavioral Studies in Business, 12, 88-102.