ERIC Number: ED328546
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Test of a Three-Factor Model of Teacher Commitment.
One hundred elementary school teachers were surveyed to assess: their perceptions of the prevalence of intrinsically- and extrinsically-oriented work incentives in their schools; their perceptions of the prevalence of aversive work conditions in their schools; and their commitment to teaching. Analysis of the data revealed that: (1) the perception of the prevalence of instrinsically-oriented work incentives and perception of aversive conditions in the workplace were powerful predictors of commitment to teaching, while the perception of the prevalence of extrinsically-oriented incentives was not; (2) overall, the respondents expressed greater intrinsic motivation than extrinsic; and (3) respondents who were predominantly intrinsically motivated expressed a slightly higher degree of commitment to teaching than did respondents who were predominantly extrinsically motivated. Professional incentive efforts need to address the intrinsically motivated goals of teachers, while de-emphasizing the use of extrinsically-oriented work incentives. However, in light of the additional effects of perceived aversive work conditions, it is recommended that, to more fully account for teacher commitment, the teacher work incentive position be expanded to include the effects of aversive conditions in the workplace. (Author/JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of The New England Educational Research Organization (Maine 1990).