Teacher's Level of Extrinsic Motivation in Middle School in Shanghai, China

By

Table of Contents

CHAPTER 1: INTRODUCTION1

Background of Study1

Problem Statement2

Purpose of Study2

Research Questions3

Significance of Study3

CHAPTER 2: LITERATURE REVIEW5

Motivation and Education7

Significance of Motivation in Academics9

Morale of teachers and its impact on learning practices10

Teaching Staff Motivation and Impact upon the Learning Organizations12

Specific Sources of Employee Motivation13

Extrinsic Motivation: A General Overview14

Considerations for Job Satisfaction16

Determinants of Job Satisfaction17

Cultural Scope of Shanghai Education and its Effects on Teachers' Motivations19

CHAPTER 3: METHODOLOGY21

Research Strategy and its Rationale21

Sampling23

Variables24

Instrumentation24

Usefulness and Design of Questionnaire25

CHAPTER 4: FINDINGS AND ANALYSIS27

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS45

Recommendations to Improve Teachers' Motivation47

REFERENCES50

APPENDIX - A53

CHAPTER 1: INTRODUCTION

Background of Study

The manner, in which a teacher teaches and interacts with children, reflects his/her extrinsic motivation and beliefs about and understandings of knowledge, learning, and his/her role as a teacher. Motivation is a key determinant of learning, because learning is only possible if one is motivated. Teachers know that the act of teaching is hard before a group of students without any objective. Learning is fun when a teacher is to a group of motivated students who have goals and specific interests. In the school context, motivation plays a key role in successful learning (Chen, 2008). Teachers' beliefs and their practices are shaped by their social and cultural contexts. Cross-cultural studies provide opportunities for early childhood professionals to learn from practices of the other cultures, and also about themselves.

The importance of motivation, creativity, critical thinking, and student-centred learning are recognised by many education professionals. Nevertheless, Chinese traditionally give high respect and regards to academic knowledge and skill learning. The Chinese traditional view of knowledge and learning conflicts with the growing recognition among educators of students' developmental needs. Middle school education in China is strongly influenced by traditional academic values, which emphasise teachers' responsibility as moral authorities and role models (Brown, 2006), as well as students' academic achievement, effort, and perseverance. Education is regarded as both the path to success and financial gain. During the preschool period, impulse control is stressed, as it is widely regarded as a foundation to academic achievement (Brantmeier, 2007).

Chinese teachers' level of motivation about teaching is a combination of their personal conceptions and cultural influences (Bonitz, 2010). Babcock (2010) found that Chinese teachers are expected to have a close, protective relationship with students, similar to that of a coach or even a parent” (p. 119). Teachers are expected to be strict and hold high expectations, but also to care about students as individuals, to understand their difficulties, and to guide them in their learning and personal development. Being part of a hierarchy in the society, students should give teachers their respect, as “each person in the hierarchy of the Chinese society must assume responsibility for those below, and conversely their own well-being is the responsibility of those above them in the hierarchy” (p.120), and as responsibility, authority, and morality are considered all part of the same hierarchy of relationships.

Problem Statement

Motivation is the driving force that is essential for every employee, particularly teachers. Teachers motivate students to learn and ...