TY  - JOUR
T1  - Motivating Potential Score of Malaysian Secondary School Teachers: A Case Study
AU - Abdullah, Mohd Zaini AU - Yusof, Fahainis Mohd AU - Jaafar, Fauziah Md AU - Osman, Rafisah 
JO  - The Social Sciences
VL  - 11
IS  - 31
SP  - 7563
EP  - 7567
PY  - 2016
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2016.7563.7567
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2016.7563.7567
KW  - task significance
KW  -task identity
KW  -feedback from job
KW  -skill variety
KW  -Motivating potential score
KW  -autonomy
AB  - Teacher’s motivation not only have a significant impact on students but also as a predictor on attainment of a high standard of education. Thus, teacher have to be highly motivated to pursue quality teaching. Job motivation is the most crucial factor affecting their performance in practicing best teaching. High Motivating Potential Score (MPS) is needed in promoting high job motivation. The purpose of this study is to assess the current state of secondary school teacher’s motivating potential based on core job characteristic proposed by Oldman and Hackman and to examine the differences between motivating potential score in terms of gender and age group. The study was conducted amongst secondary school teachers in Malaysia with the sample comprises of the 497 respondents selected through random sampling. A Work Design Questionnaire (WDQ) adapted from Morgeson and Humphrey is used in this study. The result revealed that teacher’s MPS is slightly moderate. Task significance plays an important role in promoting teacher’s motivation compared to autonomy which has the lowest mean score. The results also show that teacher’s MPS differs in terms of gender and age group. The study concludes that MPS proposed by Hackman and Oldman has a significant impact on the teaching profession. Hence, it is useful for the educational leaders to imbed, respectively according to the needs of the teacher and nature of the organization.
ER  -