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ERIC Number: ED196116
Record Type: RIE
Publication Date: 1980-Oct
Pages: 5
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teacher Motivation. Research Action Brief Number 13.
ERIC Clearinghouse on Educational Management, Eugene, OR.
Since there are few extrinsic rewards available to teachers, school boards should enhance intrinsic rewards in order to increase teacher motivation. Studies indicate that classroom interaction, feelings of personal achievement, and pride in workmanship are primary motivators for teachers. Absenteeism may be reduced through strong community support and teacher agreement with district policies. Furthermore, the organizational structure of a school affects motivation. In an environment in which rewards and privileges are distributed evenly and social relations are not highly stratified, teachers are highly motivated. School boards can intensify job satisfaction by creating an environment that enhances teacher self-confidence and achievement. Trust and encouragement are very important: teachers need to feel that problems will be solved in a non-threatening manner and that praise and acknowledgement are more than token gestures. The school board can promote community support through press releases and public relations campaigns informing people of teachers' positive accomplishments. Minigrants may be awarded to teachers for the implementation of a new idea, or reimbursement may be offered for inservice activities. Finally, teachers may be involved in the decision-making process, working for their own goals as well as for the school's. A sense of influence and achievement are critical in motivating teachers. (JK)
ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, OR 97403 (free)
Publication Type: ERIC Publications; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Educational Management, Eugene, OR.
Identifiers: N/A