Teacher motivation, stress and satisfaction: Do teachers in a secondary and a tertiary institution differ?

Teacher motivation, stress and satisfaction: Do teachers in a secondary and a tertiary institution differ?

AARE 2002 Conference Papers

• Yeung, Nancy Tsui Yee Hong Kong Institute of Education
• Yeung, Alexander Seeshing Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2002

Australian Association for Research in Education (AARE). Conference (2002: Brisbane)

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Academic Staff Achievement Need Affiliation Need Goal Orientation Psychological Characteristics Satisfaction Stress Variables Teacher Characteristics Teacher Motivation Teacher Stress Teachers Comparative Analysis Higher Education Secondary Education Surveys Hong Kong

• Hong Kong

• 1997.7 onwards

• 中學教育
• 專上教育

Survey data from 15 lecturers in a tertiary education institution and 39 teachers in a secondary school in Hong Kong were analyzed to investigate their work motivation and its relationship with job-related stress and satisfaction. The relationship between job-related stress and job satisfaction was negative. However, both levels of stress and job satisfaction were high. In terms of work motivation, for both groups, achievement and affiliation orientations were high but power orientation was not. These results indicate that the job nature of teaching itself may have a driving force that makes teachers strive for professional development that is stressful yet satisfying and fulfilling. Analysis of variance found that the two groups (lecturers vs. teachers) did not differ in work-related psychological outcomes (job stress and satisfaction), nor did they differ in their power orientation. For both groups, the achievement and affiliation orientations were higher than power orientation whereas between-group comparisons found that achievement and affiliation orientations were significantly higher for lecturers in the tertiary institution. The relatively high stress level of both the lecturers and teachers warrants attention. Further work should focus on effort to reduce teacher stress and increase job satisfaction.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• 英文

會議論文

• 13249320 (CD ROM)
• 13249339 (eISSN)

https://bibliography.lib.eduhk.hk/tc/bibs/2019ac72

2010-11-25