An investigation on the types of teacher motivation and their emotional labor strategies

Hatice Apaydın Şen, Selahiddin Öğülmüş

Abstract


This study investigates whether the emotional labor strategies used by teachers are predicted by their motivation types and at what level teachers’ altruistic behaviors and personality traits predict their types of motivation. The data were collected from 596 teachers working in Ankara, with the stratified sampling method. A path analysis was conducted to explore the relationships among teachers’ altruistic behaviors, personality traits, motivation types, and the use of emotional labor strategies. The findings indicate that most of the altruistic behaviors predict teachers’ motivation types while among personality traits only neuroticism is a significant predictor. Lastly, external motivation predicts automatic emotion regulation/ emotional deviance while acting is predicted by all the motivation types.

 


Keywords


Motivation, emotional labor, altruism, personality

Full Text:

PDF

References


References

Aacha, M. (2010). Motivation and the performance of primary school teachers in Uganda: A case of Kımaanya-Kyabakuza division, Masaka district (Unpublished master thesis). Makerere University, Uganda.

Ashforth B. A. and Humphrey R. H. (1993). Emotional labor in service roles: The influence of idendity. Academy of Management Review, 18(1), 88-115.

Bacanlı, H., İlhan, T. ve Aslan, S. (2009). Beş Faktör Kuramı’na dayalı bir kişilik ölçeğinin geliştirilmesi: Sıfatlara Dayalı Kişilik Testi (SDKT). Türk Eğitim Bilimleri Dergisi, 7(2), 261-279.

Basım, N., Begenirbaş, M. ve Yalçın R.C. (2013). Öğretmenlerde kişilik özelliklerinin duygusal tükenmeye etkisi: duygusal emeğin aracılık rolü. Kuram ve Uygulamada Eğitim Bilimleri,13(3), 1477-1496.

Basım, N. Çetin, F. ve Tabak, A. (2009). Beş faktör kişilik özelliklerinin kişilerarası çatışma

çözme yaklaşımlarıyla ilişkisi. Türk Psikoloji Dergisi, 24 (63), 20-34.

Begenirbaş, M. ve Yalçın, R.C. (2012). Öğretmenlerin kişilik özelliklerinin duygusal emek gösterimlerine etkileri. Cağ University Journal of Social Sciences, 9(1), 47-66.

Bennell. P. (2004). Teacher Motivation and Incentives in Sub-Saharam Africa and Asia, Knowledge and skill for development. Brighton: Centre for International Education, University of Sussex.

Bishay, A. (1996). Teacher motivation and job satisfaction: a study employing theexperience samp-ling method. J Undergrad. Sci, 3, 147-154.

Bhave, D.P.and Glomb, T.M. (2016). The role of occupational emotional labor requirements on the surface acting–job satisfaction relationship. Journal of Management, 42(3), 722–741.

Black, A.E. and Deci, E.L. (2000). The effects of instructors’ autonomy support and

students’autonomous motivation on learning organic chemistry: a Self-Determination Theory perspective. Scied, 84, 740–756.

Chong, S. and Low, E. L. (2009). Why I want to teach and how I feel about teaching – formation of teacher identity from pre-service to the beginning teacher phase. Educational Research Policy and Practice, 8, 59-72.

Christophersen, K.A., Elstad, E. Solhaug, T. and Turmo, A. (2015). Explaining motivational antecedents of citizenship behavior among preservice teachers. Educ. Sci., 5, 126–145.

Chong, S. and Low, E. L. (2009). Why I want to teach and how I feel about teaching – formation of teacher identity from pre-service to the beginning teacher phase. Educational Research Policy and Practice, 8, 59-72.

Claeys, L. (2011). Teacher motivation to teach and to remain teaching culturally and diverse students (Unpublished Ph.D. dissertation). The University of Texas, San Antonio.

Clarken, R. (2011). Authenticity, autonomy and altruism: Keys for transformation.

The 21st Annual Equity Within the Classroom Conference Houghton, Michigan.

Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to Teaching. The Journal of Experimental Education, 60(4), 323-324.

Czubaj, C.A. (1996). Maintaining teacher motivation. Education, 116(3), 372- 378.

Çukur, C.Ş. (2009). Öğretmenlerde duygusal işçilik ölçeği geliştirme: geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 9(2), 527-574.

Çukur, C. Ş. (2007). İş yerinde duygular, duygusal düzenleme ve duygusal işçilik. T. Solmuş (Ed.), Endüstriyel Klinik Psikoloji ve İnsan Kaynakları Yönetimi içersinde (71-113), İstanbul: Beta Yayınları.

Deci, E.L. and Ryan, R.M. (2000). The “what” and “why” of goal pursuits: Human needs and the self determination of behaviour. Psychological Inquiry, 11, 227-268.

Eyal O. and Roth, G. (2010). Principals’ leadershipand teachers’ motivation Self-determination theory analysis. Journal of Educational Administration, 49(3), 256-275.

Fernet, C., Senécal, C., Guay, F., Marsh, H. and Dowson, M. (2008). The Work Tasks Motivation Scale for teachers (WTMST). Journal of Career Assessment, 16, 256–279.

Friesen, J. D. (1981). Vocational Counselling: Help from the Social Sciences. Winnipeg: Direction.

Freedman, J.L. Sears D. O. ve Carlsmith, J. M. (2001). Sosyal psikoloji. (A. Dönmez, Çev.). Ankara: İmge Kitapevi.

Gottfried, A. E. (1982). Relationships between academic intrinsic motivation and anxiety in children and adolescents, journal of School Psychology, 20, 205-215

Grandey, A. A. (2000). Emotion regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5, 95–110.

Güngör, M. (2009). Duygusal emek kavramı: Süreci ve sonuçları. Kamu-İş, 11(1), 167-184.

Hamilton, A.R. (2010). Exploring the relationship between teacher personality traits and teachers' attitudes and practices towards family-school partnerships (Unpublished Ph.D. dissertation), Loyola University Chicago.

Hambleton, R.K. and Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30.

Hamilton,A.R.(2010). Exploring the relationship between teacher personality traits and teachers' attitudes and practices towards family-school partnerships (Unpublished Ph.D. dissertation), Loyola University Chicago.

Hebson, G., Earnshaw, J. and Marchington, L. (2007). Too emotional to be capable? The changing nature of emotion work in definitions of „capable teaching‟. Journal of Education Policy, 22(6), 675-694.

Henson, R. K. and Chambers, S. M. (2002). Personality type as apredictor of teaching efficacy and classroom control beliefs in emergencycertification teachers. Paper presented at the annual meeting of the Southwest educational research association, Austin.

Hettiarachchi, S.(2010). ESL teacher motivation in Sri Lankan public schools (Unpublished master

thesis),Eastern Michigan University.

Hochschild, A.R. (1983). The managed heart: commercialization of human feeling. Berkeley: University of California Press.

Hsieh, C.W. Yang, K. and Fu, K.J. (2011). Motivational bases and emotional labor: assessing the impact of public service motivation. Public Administration Review, 72, 2, 241–251.

İşmen, A.E. ve Yıldız, A. (2005). Öğretmenliğe ilişkin tutumların özgecilik ve atılganlık düzeyleri açısından incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 42, 151-166.

Jugovic, I., Marusic, I., Ivanec, T.P. and Vidovic, V. (2012). Motivation and personality of preservice teachers in Croatia. Asia-Pacific Journal of Teacher Education, 40(3), 271-287.

Judge, T.A. and Ilies, R. (2012). Relationship of personality to performance motivation: A meta-analytic review. Journal of Applied Psychology, 87(4), 797–807.

Kaur, H. (2013). Motivation among secondary school teachers of Chandigarh. International Indexed & Refereed Research Journal, 4 (41), 62-65.

Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. D. Dunnette ve L. M. Hough (Eds.), Handbook of industrial and organizational psychology (75–170). Palo Alto, CA: Consulting Psychologists Press

Karadağ, E. ve Mutafçılar, I. (2009). Prososyal Davranış Ekseninde Özgecilik Üzerine Teorik Bir Çözümleme. Journal of Phlisophy, 8, 41-70.

Kılınç, A. Watt, M.G. H. and Richardson P. W. (2012). Factors influencing teaching choice in Turkey. Asia-Pacific Journal of Teacher Education, 40,3, 199-226.

Köse, S., Oral, L. ve Türesin, H. (2011). Duygusal emek davranışlarının işgörenlerin tükenmişlik düzeyleri ile ilişkisi üzerine sağlık sektöründe bir araştırma. İşletme Fakültesi

Dergisi, 12 (2), 165-185.

Murray, E. (1972). Student’s perceptions of self-actualizing and non-self-actualizing teachers.

Journal of Teacher Education, 23, 383-387.

Niemiec, C.P. and Ryan, R.M. (2009). Autonomy, competence, and relatedness in the classroom: applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144.

Othman, F. B. (2009). A study on personality that influences teaching effectiveness. (Unpublished master thesis). Universiti Sains Malaysia.

Oruç- Ertürk, N. (2013). The role of altruism in the motivation of english language teachers. Ekev Akademi Dergisi, 17,54, 173-186.

Oliver, P. J.and Sanjay S. (1999). The big-five trait taxonomy: History, measurement, and theoretical perspectives. In L. Pervin and O.P. John (Eds.), Handbook of Personality: Theory and Research (2nd ed.), New York: Guilford.

Quin, K. and Watt, H.M.G. (2009). The relationship of personality traits to the choice of teaching as a career. Symposium titled "Beginning teachers' personalities and identity development" at the AARE Conference, Canberra

Roth, G., Assor, A., Kanat-Maymon, Y. and Kaplan, H. (2007). Autonomous motivation for teaching: how self-determined teaching may lead to self determined learning. Journal of Educational Psychology, 99 (4), 761–74.

Roberts, K.R.L. (2011). Emotional labor, emotional expression, and emotional control in The K-12 classroom (Unpublished Ph.D. dissertation). The University of Alabama.

Ryan, R.M. and Deci, E.L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and

New Directions’, Contemporary Educational Psychology, 25, 54–67.

Ryan, R. (2009). Self determination theory and wellbeing. WeD Research, Review 1., University of Bath, http://www.welldev.org.uk/wed-new/network/research-review/Review_1_Ryan.pdf

Salifu, I. and Agbenyega, J.S. (2013). Teacher motivation and identity formation: Issues affecting professional practice. MIER Journal of Educational Studies, Trends & Practices, 3(1), 58-74.

Scott, C. and Dinham, S. (1999). The occupational motivation, satisfaction and health of english

school teachers. Educational Psychology, 19 (3), 287-309.

Schultz, P. A.and Lee, M. (2014). Teacher emotion, emotional labor and teacher identity. Utrecht Studies in Language and Communication, 27, 169-185.

Seçer H. Ş ve Tınar M.Y. (2003). İş yerinde tükenmişlik kaynağı olarak duygusal emek- hemşireler üzerine bir araştırma (272-292), 9. Ulusal Ekonomi Kongresi, Denizli.

Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36 (2), 79-104.

Snowman, J., Mcown, R. and Biehler, R. (2008). Psychology applied to teaching (13 ed.). USA: Houghton Mifflin.

Solmuş, T. (2004). İş yaşamı, denetim odağı ve beş faktör kişilik modeli, Türk Psikoloji Bülteni. 10 (34-35), 196-205.

Suryani, A., Watt, H.M.G. and Richardson, P.W. (2013). Teaching as a career: perspectives of Indonesian future teachers. Joint AARE Conference, Adelaide.

Totterdell, P. ve Holman, D. (2003). Emotion regulation in customer service roles: Testing a model of emotional labor. Journal of Occupational Health psychology, 8(1), 55-73.

Truta, C. (2014). Emotional labor and motivation in teachers. Social and Behavioral Sciences, 127, 791 – 795.

Vallerand, R.J., Pelletier, L.G. and Koestner, R. (2008). Reflections on self determination theory. Canadian Psychology, 49 (3), 257–262.

Yavuzer, H., İşmen, Gazioğlu A. E., Yıldız, A., Saymaz, İ., Kılıçaslan, A., Meşeci, F.ve Sertelin, Ç. (2006). Öğretmen özgeciliği ölçeği: geliştirme, geçerlik, güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 6(3), 947-972.

Yüce, K., Şahin, E. Y, Koçer, Ö. and Kana, F. (2013). Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context. Asia Pacific Educ. Rev. 14, 295–306.

Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: theory and practice, 9(3), 213-239.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 ISSN: 1305-3515