Boosting the quality of education : appraisals, rewards, and teacher motivation
Itäniemi, Janita (2021)
2021
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2021053012568
https://urn.fi/URN:NBN:fi:amk-2021053012568
Tiivistelmä
In its theoretical framework, this study conformed to the idea that teacher appraisals adhering to using competency management can positively influence educational outcomes, following which good managerial practice would optimise motivating teachers meeting their set appraisal objectives successfully. Provision of rewards and other management practices is thereafter considered enhancing teacher motivation and act as the key in creating the kind of optimal work environment which would promote the achievement of appraisal objectives.
In its stance on motivation, this study adopted the theory of 16 basic desires, which regards motivation intrinsic in its nature and originating directly or indirectly (via instrumental motivation) from these sixteen basic desires.
In its design, the study was an Appreciative Interview-inspired development project that aimed to explore how to support teachers in a small international school in the Czech Republic to meet their appraisal/competency management objectives even better than they already do.
Seven volunteering teachers participated in the interviews that focused on their appreciation of practices and rewards already in place and examined their future wishes on how the management could help them feel even more motivated to achieve their appraisal objectives. The data generated from these interviews were analysed qualitatively using inductive thematic analysis. This analysis process identified six current rewards and management practice themes that the teachers found motivating and their future wishes related to these. The themes developed in this study were: Relevant goals, managerial supervision, verbal praise, colleagueship, tangible rewards, and work-itself-as-a-reward.
To enhance management practices in the studied school context so that they would help the teachers to meet their appraisal goals even better than they already do, the study suggested responding not only to the teachers’ future dreams but also to the rewards and other practices that they already appreciate. The study also offered specific development suggestions related to each theme and scrutinised the research outcomes in the light of literature related to teacher motivation, intrinsic motivation, and the theory of 16 basic desires.
In its stance on motivation, this study adopted the theory of 16 basic desires, which regards motivation intrinsic in its nature and originating directly or indirectly (via instrumental motivation) from these sixteen basic desires.
In its design, the study was an Appreciative Interview-inspired development project that aimed to explore how to support teachers in a small international school in the Czech Republic to meet their appraisal/competency management objectives even better than they already do.
Seven volunteering teachers participated in the interviews that focused on their appreciation of practices and rewards already in place and examined their future wishes on how the management could help them feel even more motivated to achieve their appraisal objectives. The data generated from these interviews were analysed qualitatively using inductive thematic analysis. This analysis process identified six current rewards and management practice themes that the teachers found motivating and their future wishes related to these. The themes developed in this study were: Relevant goals, managerial supervision, verbal praise, colleagueship, tangible rewards, and work-itself-as-a-reward.
To enhance management practices in the studied school context so that they would help the teachers to meet their appraisal goals even better than they already do, the study suggested responding not only to the teachers’ future dreams but also to the rewards and other practices that they already appreciate. The study also offered specific development suggestions related to each theme and scrutinised the research outcomes in the light of literature related to teacher motivation, intrinsic motivation, and the theory of 16 basic desires.