This study was based on the philosophy of positivism which directed the author to use a deductive approach. A stratified random sampling technique was used to select a sample from each educators’ category out of a total population of 6745 educators. A total of 713 respondents (382 teachers, 65 kindergarten educators and 266 learning support educators) took part in the study. The data collecting tool used was a questionnaire with close-ended questions. SurveyMonkey and MS Excel built-in tools were used to analyse and present the quantitative data collected.
The Maltese Government has highly invested in its educational sector intending to achieve a better learning outcome rate and decrease the number of early school leavers. To reach its targets, the education expenditure rate in 2017 compared to Malta’s GDP was 4.9% which was above the EU average. Furthermore, in 2018, the budget for Education was even higher due to an increase in educators’ salaries. The Maltese educational sector, which is under the remit of the Ministry of Education and
Employment (MEDE), employs 9871 people which is a substantial share of the country’s public service workforce. Most of them are educators who are collectively responsible for the learning outcomes of students attending Maltese State schools (MSS). Apart from the administrative roles of College Principals, Head of Departments, Head of Schools, Assistant Heads of Schools and Education Officers, the Educators’ class is composed of three other categories which are the teachers in both primary and secondary schools, the kindergarten educators (KE’s) and the learning support educators (LSE’s). For this research study, any reference to the Educators class is referring to the categories of teachers, KE’s and LSE’s.
Table of Contents
Chapter 1: Introduction
1.1 Research Background
1.2 Aims and Objectives
1.3 Research questions
1.4 Hypotheses
1.5 Research Justification
Chapter 2: Literature Review
2.1 Introduction
2.2 Motivation
2.2.1 Educators Motivation
2.3 Job Satisfaction
2.4 Organisational Commitment
2.5 Theories of Motivation and Job Satisfaction
2.5.1 Needs-Hierarchy Theory
2.5.1.1 Variations and Criticism of the Needs-Hierarchy Theory
2.5.2 Two- Factor Theory
2.5.2.1 Criticism of the Two Factor Theory
2.6 Intrinsic and Extrinsic Motivation
2.6.1 Intrinsic Factors
2.6.2 Extrinsic Factors
2.7 Motivation Variances by Gender and Age
2.7.1 Gender
2.7.2 Age
2.8 Research Gap
Chapter 3: Methodology
3.1 Introduction
3.2 Research Philosophy
3.3 Research Approach
3.3 Research Strategy
3.3.1 Research Methods and Justifications for Rejection and Selection
3.4 Data Sources
3.5 Research Design, Sampling and Data Collection
3.5.1 Questionnaire Structure
3.5.2 Testing of Data Collection Instrument
3.5.3 Sampling
3.5.4 Questionnaire Distribution
3.6 Ethical Considerations
Chapter 4: Findings, Analysis and Conclusions
4.1 Introduction
4.2 Response Rate
4.3 Demographic Characteristics
4.3.1 Gender
4.3.2 Age
4.3.3 Educational Background
4.3.4 Grade
4.3.5 Length of Service
4.4 First Research Question
4.4.1 Factors of Job Motivation
4.4.2 Motivation Levels
4.4.3 Factors of Job Satisfaction
4.4.4 Job Satisfaction Level
4.4.5 Organisational Commitment Level
4.5 Second Research Question
4.5.1 Motivation and Job Satisfaction
4.5.2 Motivation and Organisational Commitment
4.5.3 Motivation and Age
4.5.4 Motivation and Gender
4.5.5 Motivation and Grade
Chapter 5: Conclusions and Recommendations
5.1 Introduction
5.2 Critical Evaluation of Adopted Methodology
5.3 Conclusions to Research Questions
5.4 Study Limitations
5.5 Recommendations for Further Research
5.6 Recommendations for Management
Research Goals and Themes
This dissertation examines the levels of motivation, job satisfaction, and organisational commitment among educators in Maltese state schools. The primary aim is to identify the factors that most significantly influence these variables, evaluate the relationship between them, and determine how motivation varies across different demographic and professional categories, such as age, gender, and grade levels.
- Analysis of intrinsic and extrinsic motivational factors.
- Assessment of current levels of job satisfaction and organisational commitment.
- Exploration of relationships between motivation, satisfaction, and commitment.
- Examination of demographic influences on educator motivation.
- Strategic recommendations for educational management and policy improvement.
Excerpt from the Book
2.5.1 Needs-Hierarchy Theory
Maslow’s Theory also known as the Hierarchy of Needs Theory is regarded as the mother of all theories in human motivation area (Maslow, 1943). Maslow was one of the first academics to develop a theory which describes how individual behaviour is satisfied by human needs (Kreitner, Kinichi, & Bluelens, 1999). This theory was founded on the hypothesis that needs influences individual behaviour until the person becomes satisfied, presenting the want for satisfaction, as a key motivator for each human (Steers, Porter, & Bigley, 1996).
Maslow (1943) categorised these needs in a hierarchical order of five levels being physiological, safety, belongingness, social esteem and self-actualization (Figure 1) and posited that when a need has been satisfied, it will not remain a motivator since the individual will begin a process to satisfy the next higher need (Luthans, 1995). The process to move upwards the hierarchy occurs when the individual feels deprived of something and directs his/her behaviour to fulfil this need. In this process, all higher needs are neglected and the feeling for them emerges once the present need is satisfied. This cycle is repeated until the top of the hierarchy is reached (Steers, Porter, & Bigley, 1996).
Summary of Chapters
Chapter 1: Introduction: Outlines the background of the Maltese educational sector, the study's primary objectives, research questions, and the justification for the research.
Chapter 2: Literature Review: Provides a theoretical foundation covering motivation, job satisfaction, organisational commitment, and key theories such as Maslow's and Herzberg's models.
Chapter 3: Methodology: Details the research philosophy, deductive approach, and quantitative survey-based strategy used to collect data from educators.
Chapter 4: Findings, Analysis and Conclusions: Presents the empirical data regarding response rates, demographic profiles, and analysis of how motivation correlates with satisfaction and commitment levels.
Chapter 5: Conclusions and Recommendations: Synthesizes the final research findings, addresses the hypotheses, and offers actionable strategies for management and future research.
Keywords
Motivation, Job Satisfaction, Organisational Commitment, Maltese State Schools, Educators, Intrinsic Factors, Extrinsic Factors, Positivism, Quantitative Research, Teacher Attrition, Educational Strategy, Hierarchy of Needs, Two-Factor Theory, Professional Development, Workplace Environment
Frequently Asked Questions
What is the core focus of this research?
The study investigates the levels of motivation, job satisfaction, and organisational commitment among educators employed in Maltese state schools and determines the factors that influence these attitudes.
What are the primary thematic areas?
Key themes include intrinsic vs. extrinsic motivation, the relationship between job satisfaction and organisational commitment, and how various demographic factors impact educator performance.
What is the main research objective?
The main objective is to measure current levels of motivation, job satisfaction, and commitment, while ranking the importance of influencing factors and testing hypotheses regarding their interconnectedness.
Which scientific methodology is employed?
The study uses a positivist philosophy and a deductive approach, employing a quantitative, structured, closed-ended questionnaire distributed to stratified random samples of teachers, kindergarten educators, and learning support educators.
What does the main body cover?
The main body covers a comprehensive literature review, the methodological framework, a detailed analysis of findings derived from participant surveys, and data-backed conclusions regarding the educational environment.
Which keywords best describe this study?
The study is best characterized by terms such as Educator Motivation, Job Satisfaction, Organisational Commitment, Maltese Education, and Quantitative Methodology.
How do intrinsic and extrinsic factors differ in their impact on educators?
The study finds that intrinsic factors, such as trust and achievement, are highly influential for educators, whereas extrinsic factors like interpersonal relationships and resource availability also play critical, though varying, roles depending on the grade category.
What recommendation does the author make regarding the current collective agreement?
The author suggests that existing pay-rise distribution methods are ineffective for motivation because they are not perceived as significant by educators, and he recommends a fairer system based on effort rather than merely on years of service.
- Arbeit zitieren
- Rudolph Marmara (Autor:in), 2019, The role of motivation and its effect on job satisfaction and organizational commitment. A study on educators employed in Maltese schools, München, GRIN Verlag, https://www.grin.com/document/938421
