Perceptions of High School Principals about Teacher Motivation in in the Metropolitan Area of Medellin, 2015
DOI:
https://doi.org/10.15359/ree.21-2.5Keywords:
Perception about motivation, teachers’ motivation, school principals, public and private schools.Abstract
This study is an exploratory research with the purpose of measuring perceptions High School principals have about teachers’ motivation in four specific areas: facilities and institutional resources, intrinsic motivation, extrinsic motivation and social impacts. In this article, perceptions of principals working in public and private schools are compared. The authors designed and applied a five Likert-scale questionnaire to determine the perceptions of principals about motivation in their teacher staffs; the tool was implemented in fifty-one schools of the Metropolitan Area of Medellín, Colombia. Data show a higher favorability (i.e., categories with a better score) in private schools than in public ones.
References
Achtziger, A., Gollwitzer, P. M., & Sheeran, P. (2008). Implementation intentions and shielding goal striving from unwanted thoughts and feelings. Personality and Social Psychology Bulletin, 34(3), 381-393. doi: https://doi.org/10.1177/0146167207311201
Adams, J. S. (1963). Towards an understanding of inequity. The Journal of Abnormal and Social Psychology, 67(5), 422-436. doi: https://doi.org/10.1037/h0040968
Alderfer, C. P. (1972). Existence, relatedness, and growth. Human needs in organizational settings.New York, NY: Free Press.
Amabile, T. M. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40(1), 39-58. doi: https://doi.org/10.2307/41165921
Araque, J., & Rivera, N. (2005). Psicología organizacional e industrial. Bogotá: Ecoe.
Bandura, A. (1988). Self-regulation of motivation and action through goal systems. En V. Hamilton, G. Bower, & N. Frijda (Eds.), Cognitive perspectives on emotion and motivation (pp. 31-61). Norwell, M.A.: Kluwer Academic Publishers. doi: https://doi.org/10.1007/978-94-009-2792-6_2
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287. doi: https://doi.org/10.1016/0749-5978(91)90022-L
Bennis, W. G. (1966). Changing organizations: Essays on the development and evolution of human organization. New York: McGraw-Hill. Campion, M. A., & Lord, R. G. (1982). A control systems conceptualization of the goal-setting and changing process. Organizational Behavior and Human Performance, 30(2), 265-287. doi:
https://doi.org/10.1016/0030-5073(82)90221-5
Carbonero, M. Á., Martín-Antón, L. J., Román, J. M., & Reoyo, N. (2010). Efecto de un programa de entrenamiento al profesorado en la motivación, clima de aula y estrategias de aprendizaje de su alumnado. Revista Iberoamericana de Psicología y Salud, 1(2), 117-138. Recuperado de http://www.redalyc.org/articulo.oa?id=245116406001
Carver, C. S., & Scheier, M. F. (1981). Attention and self-regulation. A control-theory approach to human behavior. New York, NY: Springer Verlag. doi: https://doi.org/10.1007/978-1-4612-5887-2
Carver, C. S., & Scheier, M. F. (1990). Origins and functions of positive and negative affect: A controlprocess view. Psychological Review, 97(1), 19-35. doi: https://doi.org/10.1037/0033-295X.97.1.19
Davis, K., & Newstron, J. (2003). Comportamiento humano en el trabajo (10a ed.). México: McGraw-Hill Interamericana.
Day, C., Sammons, P., Stobart, G., Kington, A. y Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. New York: McGraw-Hill.
Deci, E. L. (1972). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. Organizational Behavior and Human Performance, 8(2), 217-229. doi: https://doi.org/10.1016/0030-5073(72)90047-5
Deci, E. L. (1980). The psychology of self-determination. Toronto: Lexington Books.
Delprato, D. J., & Midgley, B. D. (1992). Some fundamentals of B. F. Skinner’s behaviorism. American Psychologist, 47(11), 1507-1520. doi: https://doi.org/10.1037/0003-066X.47.11.1507
Donovan, J. (2002). Work motivation. En N. Anderson, D. S. Ones, H. K. Sinangil, & C. Viswesvaran (Eds.), Handbook of industrial, work & organizational psychology (Vol. 2, pp. 53-76). Thousand Oaks, California: SAGE.
Emo, W. (2015). Teachers’ motivations for initiating innovations. Journal of Educational Change, 16(2), 171-195. doi: https://doi.org/10.1007/s10833-015-9243-7
Feldman, R. (2013). Essentials of understanding psychology (11a ed.). New York: McGraw-Hill.
Franco-López, J. A., López-Arellano, H., & Vélez-Salazar, M. (2015). La influencia de la motivación docente en el proceso de aprendizaje. En G. Ramírez, J. A. Rosas, O. Lozano, M. D. Gil, M. T. Magallón, A. Alburquerque … C. J. Núñez (Eds.), El análisis organizacional en México y América Latina. Retos y perspectivas a 20 años de estudios (Tomo I, pp. 2201-2240). México D.F.: Universidad Autónoma de Itztapalapa. Retrieved from http://remineo.org/images/documentos/memorias/ciao/xiiiciao/aomal.pdf
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362. doi: https://doi.org/10.1002/job.322
Gagné, M., & Deci, E. L. (2014). The history of self-determination theory in psychology and management. En M. Gagné (Ed.), The oxford handbook of work engagement, motivation, and self-determination theory (pp. 1-9). Oxford: Oxford University Press. doi: https://doi.
org/10.1093/oxfordhb/9780199794911.013.006
George, J. M., & Brief, A. P. (1992). Feeling good-doing good: a conceptual analysis of the mood at work-organizational spontaneity relationship. Psychological Bulletin, 112(2), 310-329. doi: https://doi.org/10.1037/0033-2909.112.2.310
George, J. M., & Brief, A. P. (1996). Motivational agendas in the workplace: The effects of feelings on focus of attention and work motivation. Research in Organizational Behavior, 18, 75-109.
Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493-503. doi: https://doi.org/10.1037/0003-066X.54.7.493
Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievements: A meta-analysis of its effects and processes. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 38, pp. 69-119). New York, NY: Academic Press. doi: https://doi. org/10.1016/s0065-2601(06)38002-1
González, M. (2003). Claves para favorecer la motivación de los profesores ante los retos educativos actuales. Estudios Sobre Educación, 5, 61-83. Recuperado de http://dadun.unav.edu/bitstream/10171/8471/1/Estudios%20Ed.pdf
Herrera, D., & Matos, L. (2009). Desarrollo del concepto de motivación y su representación en distintas aproximaciones teóricas. En D. Herrera, Teorías contemporáneas de la motivación. Una perspectiva aplicada (pp. 17-36). Lima: Fondo Editorial de la Pontificia Universidad
Católica del Perú.
Herzberg, F. (2003). Una vez más: ¿Cómo motiva usted a sus empleados? Harvard Business Review, 81(1), 67-76.
Herzberg, F., Mausner, B., & Bloch, B. (2010). The motivation to work (12a ed.). New Jersey: Transaction Publisher.
Kirkpatrick, S. A., & Locke, E. A. (1991). Leadership: do traits matter? The Executive, 5(2), 48-60. doi: https://doi.org/10.5465/AME.1991.4274679
Latham, G. P. (2007). Work motivation: History, theory, research, and practice. Thousand Oaks: SAGE.
Lauretti, P., Villalobos, E., & González, J. (2007). Programa de motivación en el aula: Una experiencia para el desarrollo del docente en ejercicio. Revista Mexicana de Orientación Educativa, 4(10), 15-23. Recuperado de http://pepsic.bvsalud.org/pdf/remo/v4n10/a04.pdf
Likert, R. (1932). A technique for the measurement of attittudes. Archives of Psychology, 22(140), 1-55.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. doi: https://doi.org/10.1037/0003-066X.57.9.705
Locke, E. A., & Latham, G. P. (2013). Goal Setting Theory, 1990. En E. A. Locke, & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 3-15). New York, NY: Routledge.
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969-1980. Psychological Bulletin, 90(1), 125-152. doi: https://doi.org/10.1037/0033-2909.90.1.125
Maslow, A. H. (1991). Motivación y personalidad. Madrid: Ediciones Díaz de Santos.
McClelland, D. C. (1989). Estudio de la motivación humana. España: Narcea.
McGregor, D. (1971). El aspecto humano de las empresas. México: McGraw-Hill.
Ministerio de Educación. (14 de septiembre de 1979). Decreto 2277 de 1979. Recuperado de http://www.mineducacion.gov.co/1621/articles-103879_archivo_pdf.pdf
Ministerio de Educación. (19 de junio de 2002). Decreto 1278. Recuperado de http://www.mineducacion.gov.co/1621/articles-86102_archivo_pdf.pdf
Mitchell, T. R., & Daniels, D. (2003). Motivation. En I. Weiner, W. Borman, D. Ilgen, & R. Klimoski (Eds.), Handbook of psychology (Vol. 12, pp. 225-254). New Jersey: John Wiley & Sons, Inc. doi: https://doi.org/10.1002/0471264385.wei1210
Moretti, M. M., & Higgins, E. T. (1999). Internal representations of others in self-regulation: A new look at a classic issue. Social Cognition, 17(2), 186-208. doi: https://doi.org/10.1521/soco.1999.17.2.186
Murillo, G., Zapata, Á., Martínez, J., Á, Ávila, H., Salas, J., & López, H. (2007). Teorías clásicas de la organización y el management. Cali: Ecoe.
Navarro, E. (2008). Aportación al estudio de la satisfacción laboral de los profesionales técnicos del sector de la construcción: Una aplicación cualitativa en la Comunidad Valenciana (Tesis doctoral). Universidad Politécnica de Valencia, España. Recuperado de https://riunet.upv.es/bitstream/handle/10251/2189/tesisUPV2784.pdf
Panadero, E., & Alonso-Tapia, J. (2014). Teorías de autorregulación educativa: Una comparación y reflexión teórica. Psicología Educativa, 20(1), 11-22. doi: https://doi.org/10.1016/j.pse.2014.05.002
Ringelhan, S., Wollersheim, J., Welpe, I. M., Fiedler, M., & Spörrle, M. (2013). Work motivation and job satisfaction as antecedents of research performance: Investigation of different mediation models. En A. Dilger, H. Dyckhoff, & G. Fandel (Eds.), Performance Management
im Hochschulbereich (Vol. 3, pp. 7-38). Wiesbaden: Springer Fachmedien Wiesbaden. doi: https://doi.org/10.1007/978-3-658-03348-4_2
Rodríguez, S., Núñez, J. C., Valle, A., Blas, R., & Rosario, P. (2009). Auto-eficacia docente, motivación del profesor y estrategias de enseñanza. Escritos de Psicología, 3(1), 1-7. Retrieved from http://www.redalyc.org/articulo.oa?id=271020403001
Romero, G.-A. (2009). La motivación del profesor: Un gran recurso educativo. Innovación y experiencias educativas, 20, 1-9. Recuperado de http://www.csi-csif.es/andalucia/modules/mod_ense/revista/pdf/Numero_20/GUSTAVO-ADOLFO_ROMERO_BAREA02.pdf
Skinner, B. F. (1981). Ciencia y conducta humana (Una psicología científica) (5a ed.). Barcelona: Editorial Fontanella.
Skinner, B. F. (1987). Sobre el conductismo. Barcelona: Planeta de Agostini.
Thierry, H. (2001). The reflection theory on compensation. En M. Erez, U. Kleinbeck, & H. Thierry (Eds.), Work motivation in the context of a globalizing economy (pp. 149-166). New Jersey: Lawrence Erlbaum.
Torres, J. (2006). La desmotivación del profesorado. Madrid: Morata.
Vroom, V. H. (1964). Work and motivation. Oxford, UK: Wiley.
Weinberg, R., Gould, D., & Jackson, A. (1979). Expectations and performance: An empirical test of Bandura’s self-efficacy theory. Journal of Sport Psychology, 1(4), 320-331. doi: http://dx.doi.org/10.1123/jsp.1.4.320
Weiss, H. M., & Cropanzano, R. (1996). Affective Events Theory: A theoretical discussion of the structure, causes and consequences of affective experiences at work. En B. M. Staw & L. L. Cummings (Eds.), Research in organizational behavior: An annual series of analytical essays and critical reviews (Vol. 18, pp. 1-74). US: JAI Press.
Weiss, H. M., Suckow, K., & Cropanzano, R. (1999). Effects of justice conditions on discrete emotions. Journal of Applied Psychology, 84(5), 786-794. doi: https://doi.org/10.1037/0021-9010.84.5.786
Wood, R., & Bandura, A. (1989). Impact of conceptions of ability on self-regulatory mechanisms and complex decision making. Journal of Personality and Social Psychology, 56(3), 407-415. doi: https://doi.org/10.1037/0022-3514.56.3.407
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
