The Social Sciences
ISSN: Online 1993-6125ISSN: Print 1818-5800
Abstract
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.
How to cite this article:
Mohd Zaini Abdullah, Fahainis Mohd Yusof, Fauziah Md Jaafar and Rafisah Osman. Motivating Potential Score of Malaysian Secondary School Teachers: A Case Study.
DOI: https://doi.org/10.36478/sscience.2016.7563.7567
URL: https://www.makhillpublications.co/view-article/1818-5800/sscience.2016.7563.7567