Perceived Organizational Support and Teacher Motivation
Keywords:
perceived organizational support, teacher motivation, rural schools
Abstract
Rural schools that lack of basic facilities and infrastructure is the focus of the study. With this ruralism conditions, teachers in rural primary school face many obstacles and challenges that could hinder their motivation. These might affect their teaching effectiveness. This study was intended to determine perceived organisational support on teacher motivation. The research sample consisted of 138 teachers in Sabah that directly become the respondents of the study. Data was obtained via questionnaire which was consisted of perceived organisational support: 17 items; and teacher motivation: 5 items). With success rate of 74% returned questionnaire and 102 fit to be evaluated, the data revealed that there was a strong correlation between perceived organisational support on teacher motivation. Teachers should be given support in order to enhance or maintain their motivation especially in rural condition.
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References
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Bastick, T. (2000). The measurement of teacher motivation: Cross-cultural and gender comparisons. Paper Presentation at the 29th Annual Meeting of the Society of Cross-Cultural Research: New Orleans, Louisiana, USA.
Eghrari, H., & Deci, E.L. (1989). Facilitating internalization: A motivational analysis. Unpublished manuscript, University of Rochester, NY.
Eisenberger, R., Cummings,J., Armeli, S. & Lynch, P. (1997). Perceived organizational support. Journal of Applied Psychology, 82, 812-820.
Eisenberger, R, Fasolo, P., & Davis-LaMastro, V. (1990). Perceived organizational support and employee diligence, commitment and innovation. Journal of Applied Psychology, 75, 51-59.
Eisenberger, R., Huntington, R., Hutchinson, S., & Sowa, D. (1986). Perceived organization support. Journal of Applied Psychology, 71, 500-507.
Hackman, J.R., & Oldham, G. R. (1975). Development of the Job Diagnostic Survey, Journal of Applied Psychology, 60, 159-170.
Hsieh, J.Y., Liao, P.W. & Lee, Y.H. (2020). Teacher Motivation and Relationship Within School Contexts as Drivers of Urban Teacher Efficacy in Taipei City. Asia-Pacific Edu Res. https://doi.org/10.1007/s40299-020-00535-9
Lynch, P., Eisenberger, R., & Armeli, S. (1999). Perceived organizational support: Inferior-versus-Superior Performance by Wary Employees. Journal of Applied Psychology, 84, 467-483.
Northwest Regional Educational Laboratory, (2001). Understanding motivation and supporting teacher renewal: Quality teaching and learning series. Editor: Jarrett-Weeks, D. Northwest Regional Educational Laboratory.
Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: A Review of the
Sekaran, U. (2003). Study methods for business. A skill building approach, (4th Edition): John Wiley & Sons, Inc.
Jaafar, N. F. A., & Salim, S. S. S. (2017). Teachers Motivation Towards Job Performance Appraisal Among Secondary School Teachers. International Journal of Academic Research in Business and Social Sciences, 9(7), 646–653.
Pourtousi, Z., & Ghanizadeh, A. (2020) Teachers’ Motivation and Its Association with Job Commitment and Work Engagement. Psychol Stud, 65, 455–466. https://doi.org/10.1007/s12646-020-00571-x
Shore, L.M., & Tetrick, L.E. (1991). A construct validity study of survey of perceived organizational support. Journal of Applied Psychology, 76, 637-643.
Shore, L. M., & Wayne, S.J. (1993). Commitment and employee behaviour: Comparison of affective commitment and continuance commitment with perceived organizational support. Journal of Applied Psychology, 76, 774-780.
Skaalvik, E.M., & Skaalvik, S (2018) Job demands and job resources as predictors of teacher motivation and well-being. Soc Psychol Educ, 21, 1251–1275. https://doi.org/10.1007/s11218-018-9464-8
Sulaiman, T., Ibrahim, A., Motevalli, S., Wong, K.Y. & Hakim, M.N. (2021), Effect of e-evaluation on work motivation among teachers during the movement control order in COVID-19: the mediating role of stress. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-05-2020-0066
Bastick, T. (2000). The measurement of teacher motivation: Cross-cultural and gender comparisons. Paper Presentation at the 29th Annual Meeting of the Society of Cross-Cultural Research: New Orleans, Louisiana, USA.
Eghrari, H., & Deci, E.L. (1989). Facilitating internalization: A motivational analysis. Unpublished manuscript, University of Rochester, NY.
Eisenberger, R., Cummings,J., Armeli, S. & Lynch, P. (1997). Perceived organizational support. Journal of Applied Psychology, 82, 812-820.
Eisenberger, R, Fasolo, P., & Davis-LaMastro, V. (1990). Perceived organizational support and employee diligence, commitment and innovation. Journal of Applied Psychology, 75, 51-59.
Eisenberger, R., Huntington, R., Hutchinson, S., & Sowa, D. (1986). Perceived organization support. Journal of Applied Psychology, 71, 500-507.
Hackman, J.R., & Oldham, G. R. (1975). Development of the Job Diagnostic Survey, Journal of Applied Psychology, 60, 159-170.
Hsieh, J.Y., Liao, P.W. & Lee, Y.H. (2020). Teacher Motivation and Relationship Within School Contexts as Drivers of Urban Teacher Efficacy in Taipei City. Asia-Pacific Edu Res. https://doi.org/10.1007/s40299-020-00535-9
Lynch, P., Eisenberger, R., & Armeli, S. (1999). Perceived organizational support: Inferior-versus-Superior Performance by Wary Employees. Journal of Applied Psychology, 84, 467-483.
Northwest Regional Educational Laboratory, (2001). Understanding motivation and supporting teacher renewal: Quality teaching and learning series. Editor: Jarrett-Weeks, D. Northwest Regional Educational Laboratory.
Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: A Review of the
Sekaran, U. (2003). Study methods for business. A skill building approach, (4th Edition): John Wiley & Sons, Inc.
Jaafar, N. F. A., & Salim, S. S. S. (2017). Teachers Motivation Towards Job Performance Appraisal Among Secondary School Teachers. International Journal of Academic Research in Business and Social Sciences, 9(7), 646–653.
Pourtousi, Z., & Ghanizadeh, A. (2020) Teachers’ Motivation and Its Association with Job Commitment and Work Engagement. Psychol Stud, 65, 455–466. https://doi.org/10.1007/s12646-020-00571-x
Shore, L.M., & Tetrick, L.E. (1991). A construct validity study of survey of perceived organizational support. Journal of Applied Psychology, 76, 637-643.
Shore, L. M., & Wayne, S.J. (1993). Commitment and employee behaviour: Comparison of affective commitment and continuance commitment with perceived organizational support. Journal of Applied Psychology, 76, 774-780.
Skaalvik, E.M., & Skaalvik, S (2018) Job demands and job resources as predictors of teacher motivation and well-being. Soc Psychol Educ, 21, 1251–1275. https://doi.org/10.1007/s11218-018-9464-8
Sulaiman, T., Ibrahim, A., Motevalli, S., Wong, K.Y. & Hakim, M.N. (2021), Effect of e-evaluation on work motivation among teachers during the movement control order in COVID-19: the mediating role of stress. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-05-2020-0066
Published
2021-10-10
How to Cite
Ompok, C. C. and Teo, L. (2021) “Perceived Organizational Support and Teacher Motivation”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10). doi: 10.47405/mjssh.v6i10.1118.
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