ERIC Number: ED188044
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Job Motivation and the Need Fulfillment Deficiences of Educators.
Chisolm, Grace B.; And Others
The theoretical framework of Abraham Maslow espouses a holistic view of the human being in which individuals have universal tendencies to strive to satisfy physiological, sociological, and psychological needs as these need states become more or less predominant in their lives. The potency of need fulfillment, the extent of gratification of psychological needs, is assumed to be indicative of job motivation, i.e., the lower need fulfillment deficiency, the higher the organizational or professional motivation, or conversely, the higher the need fulfillment deficiency, the lower the organizational or professional motivation. To determine the potency of need fulfillment deficiencies among educators and the extent to which educators differ in need fulfillment deficiencies, the following question was posited: Are there significant differences in need fulfillment deficiencies of teachers and administrators, male and female educators, white and non-white educators, and educators who are aspirants and those who are non-aspirants to promotional positions in educational organizations? Subjects were 728 educators from the southwestern part of the United States who completed the Porter Need Satisfaction Questionnaire. By sex, males were most deficient in esteem needs and females most deficient in autonomy needs. By race, whites were most deficient in esteem needs, while non-whites were most deficient in security needs. By position, administrators were relatively stronger in job motivations and most deficient in self-actualization needs. Teachers were most deficient in esteem needs. Both aspirants and non-aspirants were deficient in esteem needs. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: North Texas State Univ., Denton.
Authoring Institution: N/A
Identifiers: Porter Need Satisfaction Questionnaire
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980).