Author :
Abstract
A systematic review of literature has revealed that there is no instrument which measures the motivational sources of school administrators that impact on their commitments and efforts although several studies have focused on the motivation concept in educational organizations. In this sense, there was a need to develop such a scale when we consider the significance of school administrators for an educational organization. for this purpose, the School Administrator Work Motivation Scale (SAWMS) has been developed. This study is a descriptive one that aims to examine the work motivation levels of school administrators. A total of 268 school administrators were recruited in this study. The reliability and validity analyses were conducted after the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) of the data obtained during the pilot study. As a result of the factor analysis it was found that items were collected under three factors, and the total variance of them was calculated as 59.07%. Before EFA which was conducted for each factor, the number of the items were 32, but factor analyses resulted in 15 items. The findings indicate that the item load values of the SAWMS are mostly at high level. The reliability coefficient of the scale was .87. In this sense, this scale can be considered as a reliable and valid data collection instrument.
Keywords
Abstract
A systematic review of literature has revealed that there is no instrument which measures the motivational sources of school administrators that impact on their commitments and efforts although several studies have focused on the motivation concept in educational organizations. In this sense, there was a need to develop such a scale when we consider the significance of school administrators for an educational organization. for this purpose, the School Administrator Work Motivation Scale (SAWMS) has been developed. This study is a descriptive one that aims to examine the work motivation levels of school administrators. A total of 268 school administrators were recruited in this study. The reliability and validity analyses were conducted after the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) of the data obtained during the pilot study. As a result of the factor analysis it was found that items were collected under three factors, and the total variance of them was calculated as 59.07%. Before EFA which was conducted for each factor, the number of the items were 32, but factor analyses resulted in 15 items. The findings indicate that the item load values of the SAWMS are mostly at high level. The reliability coefficient of the scale was .87. In this sense, this scale can be considered as a reliable and valid data collection instrument.
Keywords
- Açıkalın, A. (1998). Toplumsal ve kurumsal teknik yönleriyle okul yöneticiliği. Ankara: Pegem.
- Aksel, N. (2016). The Relationship Between the Transformational Leadership Behavior of the Secondary School Principals and the Motivation of Teachers (Samsun Case). Unpublished master's thesis, Ondokuz Mayıs University Education Science Institute, Sakarya.
- Alpar, R. (2010). Uygulamalı istatistik ve geçerlik güvenirlik. Ankara: Detay.
- Altunışık, R., Coşkun, R., Bayraktaroğlu, S. V. & Yıldırım, E. (2007). Araştırma yöntemleri. Sakarya: Sakarya Yayıncılık
- Amasya Mem. (2015). Stratejik plan. Retrieved from Amasya meb.gov.tr/dowland/arge/2015-2019SP.pdf
- Andrews, R. L., & Soder, R. (1987). Principal leadership and student achievement. Educational leadership, 44(6), 9-11.
- Ata, E. (2015). Okul yöneticilerinin öz yeterlik inançları ile etkili okul liderliği arasındaki ilişki (Unpublished doctoral dissertation). Gazi University, Ankara.
- Ayandele, I. A. & Nnamseh, M. P. (2014). Hackman and Oldham Job Characteristics Model (JCM) and Akwa Ibom State civil servants’ performance. Canadian Social Science.10 (2), 89-97.
- Bakioğlu, A. & Güner, H. (2016). Motivasyon ve çatışma. In Bakioğlu, A. (Ed.) Türk eğitim sistemi ve okul yönetimi Ankara: Nobel.
- Bono, J. E., & Judge, T. A. (2003). Self-concordance at work: Toward understanding the motivational effects of transformational leaders. Academy of Management Journal, 46(5), 554-571.
- Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (8. Baskı). Ankara: Pegem.
- Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem.
- Can, A. (2017). SSPS ile nicel veri analizi. Ankara: Pegem.
- Çivilidağ, A., & Şekercioğlu, G. (2017). Çok boyutlu iş motivasyonu ölçeğinin Türk kültürüne uyarlanması. Akdeniz İnsani Bilimler Dergisi, 7(1), 143-156.
- Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1.
- Davies, D. (2002). The 10th school revisited: Are school/family/community partnerships on the reform agenda now? Phi Delta Kappan, 83, 388-392.
- Day, C., & Leithwood, K. (2007). Starting with what we know. In Day, C., & Leithwood, K. (Eds). Successful principal leadership in times of change: An international perspective (pp.1-17). Springer Science & Business Media.
- Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134.
- Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self- determination of behavior. Psychological Inquiry, 11(4), 227-268.
- Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology/Psychologie Canadienne, 49(1), 14–23.
- Dönmez, B. (2013). Motivasyon. In Özdemir, S. (Ed.) Eğitim yönetiminde kuram ve uygulama Ankara: Pegem Akademi.
- Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
- Drysdale, L., D. Gurr, and Goode, H. (2016). Dare to make a difference: Successful principals who explore the potential of their role. International Studies in Educational Administration, 44(3), 37–53.
- Duran, A., & Cemaloğlu, N. (2020).Başarılı okul müdürü kimliği üzerine fenomenolojik bir analiz: Alandan sesler. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 2(1), 12-39.
- Engin, E., & Çam, O. (2009). Validity and reliability study of the Turkish psychiatric nurses of Job Motivation Scale. Journal of Psychiatric and Mental Health Nursing, 16(5), 462-472. doi: 10.1111/j.13652850.2009.01402.x.
- Eyal, O., & Roth, G. (2011). Principals' leadership and teachers' motivation: Self‐determination theory analysis. Journal Of Educational Administration, 49(3), 256–275. doi:10.1108/09578231111129055.
- Federici, R. A. & Skaalvik, E. M. (2012). Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit. Soc Psychol Educ, 15. 295–320.
- Fernet, C. (2011). Development and validation of the work role motivation scale for school principals (WRMS- SP). Educational Administration Quarterly, 47(2) 307-331.
- Fernet, C. (2013). The Role of Work Motivation in Psychological Health. Canadian Psychological Association.Vol. 54(1), 72–74.
- Fernet, C., Senacal, C., Guay, F., Marsh, H. & Dowson, M. (2008). The work tasks motivation scale for teachers (WTMST). Journal Of Career Assessment, 16(2), 256–279. Retrieved from http://journals.sagepub.com/doi/10.1177/1069072707305764.
- Finnigan, K. S. (2012). Principal leadership in low-performing schools: A closer look through the eyes of teachers. Education and Urban Society. 44(2) 183–202.
- Gagné, M., Forest, J., Vansteenkiste, M., Crevier-Braud, L., Van den Broeck, A., Aspeli, A. K., & Westbye, C. (2015). The multidimensional work motivation scale: Validation evidence in seven languages and nine countries. European Journal of Work and Organizational Psychology, 24(2), 178-196.
- Gurr, D., Drysdale, L., & Mulford, B. (2006). Models of successful principal leadership. School Leadership And Management, 26(4), 371-395
- Hallinger, P., & Heck, R. H. (1998). Exploring the principal’s contribution to school effectiveness: 1980–1995. School Effectiveness and School Improvement, 9(2), 157–191. http:// eric.ed.gov/?id=EJ568566.
- Hallinger, P., & Murphy, J. (1987). Assessing and developing principal instructional leadership principals. Educational Leadership, 54-61.
- Hancock, D. R., Müller, U., Wang, C., & Hachen, J. (2019). Factors influencing school principals’ motivation to become principals in the USA and Germany. International Journal of Educational Research, 95, 90-96.
- Harris, A. (2002). Effective leadership in schools facing challenging contex. Scohool Leadership and Management, 22(1), 15-26.
- Herve, M. Pavie, X. & O’Keeffe, M. (2014). An ınnovative approach to leveraging motivation at work. Singapore: World Scientific Publishing.
- Hoy, W. K. & Miskel, C. (2010). Eğitim yönetimi (Ed. Turan, S.). Ankara: Nobel.
- Kanfer R., Chen G., & Pritchard R. D. (2008). Work motivation: Past, present, and future. New York: Taylor & Francis.
- Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (Vol. 1, 2nd ed., pp. 75–130). Palo Alto, CA: Consulting Psychologists Press.
- Katz, İ. & Sharar, B.H. (2015). What makes a motivating teacher? Teachers’ motivation and beliefs as predictors of their autonomy-supportive style. School Psychology International, 36(6), 575–588.
- Kirven, D. (2021). Elementary principals’ experiences using transformational leadership to promote positive school climates (unpublished doctoral dissertation, Capella University).
- Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44(4), 529-561.
- Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership And Management, 28(1), 27-42.
- Lunenburg, L. & Ornstein, A. C (2013). Eğitim yönetimi (Ed. Arastaman, G.). Ankara: Nobel.
- Maddock, R. C. & Fulton, R. C. (1998). Motivation, emotions and leadership: The silent side of management. Santa Barbara: Greenwood Publishing Group.
- McCormick, M. J. (2001). Self-efficacy and leadership effectiveness: Applying social cognitive theory to leadership. The Journal of Leadership Studies, 8(1), 22-33.
- Miner, J. B. (2005). Organizational behavior. M. E. New york: Sharpe.
- Miskel, C., Frain, J. A. D. & Wilcox, K. (1980). A test of Expectancy Work Motivation Theory in educational organizations. Educational Administration Quarterly, 16(1), 70-92.
- Mitchell, C., & Sackney, L. (2001). Building capacity for a leaniing community. Downingtown, PA: Swets & Zeitlinger.
- Moran, M. T. & Gareis, C. R. (2005, November). Cultivating principals’ sense of efficacy supports that matters. Presented At The Annual Meeting of The University Council for Educational Administration. Retrieved from Ucea.org/storage/conventation.
- Moynihan, D.P. & Pandey, S. K. (2007). Finding workable levers over work motivation comparing job satisfaction, job ınvolvement, and organizational commitment. Administration & Society, 39(7), 803-832.
- Murakami-Ramalho, E., Garza, E., & Merchant, B. (2010). Successful school leadership in socio- economically challenging contexts: School principals creating and sustaining successful school improvement. International Studies in Educational Administration, 32(3), 35-55.
- Owen, H., Hadgson, V &. Gazzard, N. (2004). The leadership manual. Pearson: Canada.
- Özdemir, T. Y., Kartal S. E. & Yirci, R. (2014) Okul müdürlerinin öğretmenleri motive etme yaklaşımları. Turkish Journal of Educational Studies, 1(2), 190-215.
- Paglis, L. L. & Green, S. G. (2002). Leadership self-efficacy and manager’s motivation for leading change. The Journal of Organizational Behaviour, (23)215-235. Retrieved from www.Onlinelibrary/wiley.com/doi/10.1002/job.137/pdf.
- Pinder, C. C. (1998). Work motivation in organizational behavior. Upper Saddle River, NJ: Prentice Hall.
- Purkey, S. C. & Smith, M. S. (1983). Effective schools: A review. The Elementary School Journal,83(4). 426-452. Retrieved from www.jstor.org/stable/1001168.
- Roundy-Harter, A. (2010). Principals and Self-Determination Theory (SDT): What trends are seen in levels of autonomy, competence, and relatedness?. California Lutheran University.
- Suddart, W.E. (1988). The Personal investment theory of motivation profile of Ilinois elementary principals. (Unpublihed doctoral dissertation ). Southern Ilinois University. Carbondale.
- Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel.
- Velarde, J. M., Ghani, M. F., Adams, D., & Cheah, J. H. (2020). Towards a healthy school climate: The mediating effect of transformational leadership on cultural intelligence and organisational health. Educational Management Administration & Leadership, 1741143220937311.
- Walker A. & Kwan, P. (2009) Linking Professional, School, Demographic and Motivational Factors to Desire for Principalship. Educational Administration Quarterly,45(4). 590-615.
- Ylimaki, R., & Jacobson, S. (2013). School leadership practice and preparation: Comparative perspectives on organizational learning (OL), instructional leadership (IL) and culturally responsive practices (CRP). Journal of Educational Administration, 51(1), 6-23.
