Impact Model Self-Determination Job Motivation of Teachers the Use of Instructional and Disciplinary Strategies
Subject Areas : Educational PsychologyJavad Mwsrabadi 1 , Peyman Yarmohammadzadeh 2 , Ehsan Azimpour 3
1 - Tabriz
2 - Tabriz
3 - Tabriz
Keywords: teachers, Self-determination job motivation, instructional and disciplinary strategies,
Abstract :
The purpose of this research was design and fit a structural model of the relationship between Self-determination job motivation and instructional and disciplinary strategies. The research method was descriptive correlation with test structural equation modeling. The population of this project was involving 4478 elementary, guidance and high school teachers of north towns of Azarbayejan Qarbi, in which 354 teachers (158 Men, 196 Women) were selected with multistep and categorical cluster sampling methods. In order to collect data was used the Bliss (1994) questionnaire of self-determining motivation, and the questionnaire of educational and disciplinary strategies. Data were analyzed by method structural equation and software spss16 and AMOS22. The results showed that the proposed model, a strong theoretical model to predict the use of educational and disciplinary strategies of teachers. Self-determination motivation 0.31 and 0.36 direct effect on disciplinary and educational strategies. Furthermore, regarding the self-determining motivation types and educational and disciplinary strategies between teachers there was no sexual differences.
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Bjekića, D., Vučetićb, M., & Zlatićc, L. (2014). Teacher work motivation context of in-service education changes. Procedia - Social and Behavioral Sciences, 11(6), 557 – 562.
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Carter, K., Cushing, K., Sabers, D., Stein, P., & Berliner, D. (1988). Expert- novice differences in perceiving and processing visual classroom information. Journal of Teacher Education,39(3), 25–31.
Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching. NY: Macmillan.
Deci, E.L., & Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self- determination of behavior. Psychological Inquiry, 11(2), 227–268.
Deci, E.L., & Ryan, R. (1985). Intrinsic Motivation and Self – Determination inHuman Behavior, NY: Plenum Press.
Fowler, J., & Saraple, O. (2010). Classroom management: wheat ELT students expect, Journal of Procedia Social and Behavioral Sciences, 3(1), 94-97.
Fardanesh, H. (2005). Theoretical Foundations of Educational Technology. Tehran: samt Publications [In Persian].
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103–112.
Gokce, F. (2010). Assessment of teacher motivation. School Leadership and Management, 30(5), 487-499.
Gupta, M., & Gehlawat, M. (2013). Job Satisfaction and Work Motivation of Secondary School Teachers in Relation to Some Demographic Variables: Comparative Study. Educational Confab, 2 (1),10-19.
Gupta, M., Pasrija, P., & Bansal, K. K. (2012). Job Satisfaction and Work Motivation of Secondary School Teachers in Relation to some Demographic Variables: A Comparative Study. Journal of Education and Research for Sustainable Development,1(1), 8-17.
Henry, B. B. (2003). Frequency of use of constructivist teaching strategies: Effect on academic performance, student social behavior and relationship to class size (Unpublished doctoral dissertation). Orlando, FL: University of Central Florida.
Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J. H. & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of SportsScience and Medicine, 11, 123-130.
Ismaili, M. R., Ketabiyan, S., & Khodadad, S. (2012). Relationship Self-efficacy with the management style of Tehran Teachers Physical Education. Journal of Management and Organizational Behavior in Sport, 1 (1), 21-28 [In Persian].
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for researc activities. Educational and Psychological Measurement, 30, 607-610.
Hooman, H, A. (2008). Structural Equation Modeling Using Laser Software. Tehran: samt Publications [In Persian].
Kizlik, B. (2009). Adprima: Towards the best education information for new and future techers. Retrieved February 26, 2009 http://www.adprima.com/ assertive.htm.
Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482.
Kamardeen, I. (2013). Motivation-driven learning and teaching model for construction education, Australasian Journalof Construction Economics and Building, 13 (1) 36-49.
Kaur, G., & Sidana, J. J. (2011). Job satisfaction of college teachers of Punjab with respect to area, gender and type of institution. Edutracks, 10 (11), 27-35.
Kumar, M. S., Udayasuriyan, G., & Vimala, B. (2008). Motivation among the employees of a public sector concern. Journal of Community Guidance andResearch, 25(3), 340-351.
Kalantari, Kh. (2009). Structural Equation Modeling in Social and Economic Sciences Research. Tehran: Saba Culture Publications [In Persian].
Jeck, D. C. (2010). The relationship between levels of teacher efficacy and variability in instructional strategies(Unpublished doctoral dissertation). Alexandria, VA: University of Virginia.
Lam, S.-f., Cheng, R. W.-y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20, 487-497.
Lawrence S, M., Gamest, G., & Garin, A. J. (2012). Applied Multivariate Research (Design and Interpretation) (translated by Hasan Pasha Sharifi et al.). Tehran: Roshd Publishing. [In Persian].
Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and Teacher Education, 17, 307-319.
Manning, M. L., & Bucher, K. T. (2003). Classroom management: Models, applications and cases. Upper Saddle River, NJ: Merrill/ Prentice Hall.
Martin, K.N., Yin, Z., & Mayal, H. (2006). Classroom management teaching experience and gender: Do these variables impact teaching, attitudes andbeliefs toward classroom management style? An unpublished paper the University ofTexas at San Antonio.
Merrill, M. D. (2000). Instructional strategies that teach. CBT Solutions, November/December, 1-11.
Marzano, R. J., & Marzano, J. S. (2003). Key to classroom management. Educational leadership,24, 1-13.
Marzano, R. J. Debra. P. & Jane E. P. (2001). Classroom Instruction Thatworks: Research-based Strategies for Increasing Studentchievement. Alexandria, Va: Association for Supervision and Curriculum Development.
Mahdinezhad, V. (2009). Investigate the level of the sensitivity of teachers to types indiscipline students. Journal of Educational Psychology, 6(9), 94-76. [In Persian].
Noami A., Piriaei S. (2011). The relationship between dimensions of self-determined work motivation with work engagement in employees of Esfahan Steel Company. Quarterly Journal of Career & Organizational Counseling, 3(9),23–41 [In Persian].
Oakleaf, M. & Vanscoy, A. (2010). Instructional strategies for digital reference: methods to facilitate student learning. Reference & User Services Quarterly, 49(4), 380-390.
O'Brien, M. (2005). Block Scheduling: A study of teaching strategies found in one public high school in south central Pennsylvania(Unpublished doctoral dissertation). Pennsylvania: Immaculata University
Parker, S. L., Jimmieson, N. L., & Amiot, C. E. (2010). Self- determination as a moderator of demands and control: Implications for employee strain and engagement. Journal of Vocational Behavior. 76, 52-67.
Rich, B. L. (2006). Job engagement: construct validation and relationships with job satisfaction. job involvement, and intrinsic motivation. A dissertation presented to the graduate school of the university of Florida.
Ray, J. B. (2005). Examination of web-based teaching strategies at the University of North Texas.Texas: University of North Texas.
Ramezani, S. G. A, Kazemi, Y., & Alaei, H. (2012). The relationship between the source control of students with their tendency towards a variety of teacher discipline styles. New Approach Quarterly in Educational Management, 4 (2), 83-98 [In Persian].
Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success invarious classroom management strategies. Journal of Teaching and Teacher Education, 26(1):1261-1268.
Renk, K., Mckinney, C., Klein, J., & Oliveros, A. (2006). Childhood discipline percption of parents and current fanctioning in the femal collegestudents. Journal of adolescence. 29, 73-88.
Saskatchewan Education Department. (1991). Instructional approaches: A framework for professional practice. Regina, SK: Saskatchewan Education Department.
Saeed, A., & Muneer, R. (2012). Work Motivation of Male and Female Secondary School Teachers in Karachi. Interdisciplinary, Journal of Contemporary Research in Business, 4(6), 462-467.
Smith, B. (2000). Emerging themes in problems experienced by Student teachers: A framework for analysis. Journal of College Student, 34(4), 633-641.
Sokal, L., Smith, D. G & Mowat, H. (2003). Alternative certification teachers’attitudes toward classroom management. Journal of HighSchool,86(3), 8–18.
Seif, Aliakbar (2012). New Educational Psychology (Psychology of Learning and Education). Tehran: Doran Publications [In Persian].
Soar, R., & Soar, R. (1979). Emotional climate and management. In P. Peterson & H. Wahlberg (Eds.), Research on teaching: Concepts, findings, and implications. Berkeley, CA: McCutchan
Torff, B., & Sessions, D. N. (2005). Principals’ perceptions of the causes of teacher ineffectiveness. Journal of Educational Psychology, 97, 530– 537.
Tabancali, E., Yuksel- Shahin, F. (2014). Evaluation of Teachers’ Opinions Towards Disapproved Behaviors of Students. Procedia - Social and BehavioralSciences,116, 1050 – 1058.
Wang, M., Haertel, G., & Walberg, H. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294.
Weinstein, C. S. (1996). Secondary classroom managem ent: Lessons from research and practice. NY: McGraw-Hill.
Weysi, O. (2012). Survey the relationship between job motivation and classroom styles and teaching styles of secondary and high school teachers in Paveh and Javanrood in the academic year of 2011-2012, Master's thesis, Faculty of Education and Psychology. Azerbaijan Shahid Madani University. [In Persian].
Wragg, T. (2006) Classroom Management, Part of the series ‘Hot Research’, Teachers’ TV. Available at http://archive.teachfind.com/ttv/ www.teachers.tv/videos/hot-research-class- management.html
Yasar, S. (2008). Classroom management approaches primary school teachers. Retrieved November 02, 2013. Etd .lib. metu .edu .tr/ upload /12610051/index. pdf.
_||_Aljabber, J. M. (2004). Attitudes of Saudi Arabian secondary preservice teachers toward teaching practices in science: The adequacy of preaparation to use teaching strategies in classrooms.(Unpublished doctoral dissertation). Bloomington, in: Indiana University Graduate School of Education.
Al-Salameh, E. M. J. (2014). Teacher motivation: A study of work motivation of the primary stage teachers in Jordan. American Journal of Applied Psychology,3(3), 57-61.
Alii, A., Amin Yazdi, A. (2008). The Effect of Teacher Features on Classroom Style. Quarterly Journal of Education, 24 (1), 103-137 [In Persian].
Ballantine, J. H. (2001). The Sociology of Education: A Systematic Analysis(5thed.). N.J.: Prentice Hall
Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.
Bjekića, D., Vučetićb, M., & Zlatićc, L. (2014). Teacher work motivation context of in-service education changes. Procedia - Social and Behavioral Sciences, 11(6), 557 – 562.
Blais, M. R., Brière, N. M., Lachance, L., Riddle, A. S., & Vallerand, R. J. (1994). L'inventaire de motivation au travail de Blais (The Blais Work Motivation Inventory). Revue Québecoise de Psychologie, 14, 185-215.
Carter, K., Cushing, K., Sabers, D., Stein, P., & Berliner, D. (1988). Expert- novice differences in perceiving and processing visual classroom information. Journal of Teacher Education,39(3), 25–31.
Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching. NY: Macmillan.
Deci, E.L., & Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self- determination of behavior. Psychological Inquiry, 11(2), 227–268.
Deci, E.L., & Ryan, R. (1985). Intrinsic Motivation and Self – Determination inHuman Behavior, NY: Plenum Press.
Fowler, J., & Saraple, O. (2010). Classroom management: wheat ELT students expect, Journal of Procedia Social and Behavioral Sciences, 3(1), 94-97.
Fardanesh, H. (2005). Theoretical Foundations of Educational Technology. Tehran: samt Publications [In Persian].
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103–112.
Gokce, F. (2010). Assessment of teacher motivation. School Leadership and Management, 30(5), 487-499.
Gupta, M., & Gehlawat, M. (2013). Job Satisfaction and Work Motivation of Secondary School Teachers in Relation to Some Demographic Variables: Comparative Study. Educational Confab, 2 (1),10-19.
Gupta, M., Pasrija, P., & Bansal, K. K. (2012). Job Satisfaction and Work Motivation of Secondary School Teachers in Relation to some Demographic Variables: A Comparative Study. Journal of Education and Research for Sustainable Development,1(1), 8-17.
Henry, B. B. (2003). Frequency of use of constructivist teaching strategies: Effect on academic performance, student social behavior and relationship to class size (Unpublished doctoral dissertation). Orlando, FL: University of Central Florida.
Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J. H. & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of SportsScience and Medicine, 11, 123-130.
Ismaili, M. R., Ketabiyan, S., & Khodadad, S. (2012). Relationship Self-efficacy with the management style of Tehran Teachers Physical Education. Journal of Management and Organizational Behavior in Sport, 1 (1), 21-28 [In Persian].
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for researc activities. Educational and Psychological Measurement, 30, 607-610.
Hooman, H, A. (2008). Structural Equation Modeling Using Laser Software. Tehran: samt Publications [In Persian].
Kizlik, B. (2009). Adprima: Towards the best education information for new and future techers. Retrieved February 26, 2009 http://www.adprima.com/ assertive.htm.
Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482.
Kamardeen, I. (2013). Motivation-driven learning and teaching model for construction education, Australasian Journalof Construction Economics and Building, 13 (1) 36-49.
Kaur, G., & Sidana, J. J. (2011). Job satisfaction of college teachers of Punjab with respect to area, gender and type of institution. Edutracks, 10 (11), 27-35.
Kumar, M. S., Udayasuriyan, G., & Vimala, B. (2008). Motivation among the employees of a public sector concern. Journal of Community Guidance andResearch, 25(3), 340-351.
Kalantari, Kh. (2009). Structural Equation Modeling in Social and Economic Sciences Research. Tehran: Saba Culture Publications [In Persian].
Jeck, D. C. (2010). The relationship between levels of teacher efficacy and variability in instructional strategies(Unpublished doctoral dissertation). Alexandria, VA: University of Virginia.
Lam, S.-f., Cheng, R. W.-y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20, 487-497.
Lawrence S, M., Gamest, G., & Garin, A. J. (2012). Applied Multivariate Research (Design and Interpretation) (translated by Hasan Pasha Sharifi et al.). Tehran: Roshd Publishing. [In Persian].
Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and Teacher Education, 17, 307-319.
Manning, M. L., & Bucher, K. T. (2003). Classroom management: Models, applications and cases. Upper Saddle River, NJ: Merrill/ Prentice Hall.
Martin, K.N., Yin, Z., & Mayal, H. (2006). Classroom management teaching experience and gender: Do these variables impact teaching, attitudes andbeliefs toward classroom management style? An unpublished paper the University ofTexas at San Antonio.
Merrill, M. D. (2000). Instructional strategies that teach. CBT Solutions, November/December, 1-11.
Marzano, R. J., & Marzano, J. S. (2003). Key to classroom management. Educational leadership,24, 1-13.
Marzano, R. J. Debra. P. & Jane E. P. (2001). Classroom Instruction Thatworks: Research-based Strategies for Increasing Studentchievement. Alexandria, Va: Association for Supervision and Curriculum Development.
Mahdinezhad, V. (2009). Investigate the level of the sensitivity of teachers to types indiscipline students. Journal of Educational Psychology, 6(9), 94-76. [In Persian].
Noami A., Piriaei S. (2011). The relationship between dimensions of self-determined work motivation with work engagement in employees of Esfahan Steel Company. Quarterly Journal of Career & Organizational Counseling, 3(9),23–41 [In Persian].
Oakleaf, M. & Vanscoy, A. (2010). Instructional strategies for digital reference: methods to facilitate student learning. Reference & User Services Quarterly, 49(4), 380-390.
O'Brien, M. (2005). Block Scheduling: A study of teaching strategies found in one public high school in south central Pennsylvania(Unpublished doctoral dissertation). Pennsylvania: Immaculata University
Parker, S. L., Jimmieson, N. L., & Amiot, C. E. (2010). Self- determination as a moderator of demands and control: Implications for employee strain and engagement. Journal of Vocational Behavior. 76, 52-67.
Rich, B. L. (2006). Job engagement: construct validation and relationships with job satisfaction. job involvement, and intrinsic motivation. A dissertation presented to the graduate school of the university of Florida.
Ray, J. B. (2005). Examination of web-based teaching strategies at the University of North Texas.Texas: University of North Texas.
Ramezani, S. G. A, Kazemi, Y., & Alaei, H. (2012). The relationship between the source control of students with their tendency towards a variety of teacher discipline styles. New Approach Quarterly in Educational Management, 4 (2), 83-98 [In Persian].
Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success invarious classroom management strategies. Journal of Teaching and Teacher Education, 26(1):1261-1268.
Renk, K., Mckinney, C., Klein, J., & Oliveros, A. (2006). Childhood discipline percption of parents and current fanctioning in the femal collegestudents. Journal of adolescence. 29, 73-88.
Saskatchewan Education Department. (1991). Instructional approaches: A framework for professional practice. Regina, SK: Saskatchewan Education Department.
Saeed, A., & Muneer, R. (2012). Work Motivation of Male and Female Secondary School Teachers in Karachi. Interdisciplinary, Journal of Contemporary Research in Business, 4(6), 462-467.
Smith, B. (2000). Emerging themes in problems experienced by Student teachers: A framework for analysis. Journal of College Student, 34(4), 633-641.
Sokal, L., Smith, D. G & Mowat, H. (2003). Alternative certification teachers’attitudes toward classroom management. Journal of HighSchool,86(3), 8–18.
Seif, Aliakbar (2012). New Educational Psychology (Psychology of Learning and Education). Tehran: Doran Publications [In Persian].
Soar, R., & Soar, R. (1979). Emotional climate and management. In P. Peterson & H. Wahlberg (Eds.), Research on teaching: Concepts, findings, and implications. Berkeley, CA: McCutchan
Torff, B., & Sessions, D. N. (2005). Principals’ perceptions of the causes of teacher ineffectiveness. Journal of Educational Psychology, 97, 530– 537.
Tabancali, E., Yuksel- Shahin, F. (2014). Evaluation of Teachers’ Opinions Towards Disapproved Behaviors of Students. Procedia - Social and BehavioralSciences,116, 1050 – 1058.
Wang, M., Haertel, G., & Walberg, H. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294.
Weinstein, C. S. (1996). Secondary classroom managem ent: Lessons from research and practice. NY: McGraw-Hill.
Weysi, O. (2012). Survey the relationship between job motivation and classroom styles and teaching styles of secondary and high school teachers in Paveh and Javanrood in the academic year of 2011-2012, Master's thesis, Faculty of Education and Psychology. Azerbaijan Shahid Madani University. [In Persian].
Wragg, T. (2006) Classroom Management, Part of the series ‘Hot Research’, Teachers’ TV. Available at http://archive.teachfind.com/ttv/ www.teachers.tv/videos/hot-research-class- management.html
Yasar, S. (2008). Classroom management approaches primary school teachers. Retrieved November 02, 2013. Etd .lib. metu .edu .tr/ upload /12610051/index. pdf.