The Teachers'' Identification toward Motivation Program of Senior High School in Taipei Area

• Main Authors: Ming-Cheng Tsai, 蔡銘城
• Other Authors: Chin-Yen Lin
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/wr6z5h

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 100 === The purpose of this study is to discuss senior high school teachers’ responses toward school motivation programs to provide reference for school administration units. This study collected the methods of motivation commonly used among senior high school teachers by interviewing the teachers themselves. “The study of senior high school teachers’ responses toward school motivation programs” questionnaire was the main survey tool. We used a survey study and sampled the teachers in 133 senior high schools in Keelung City, Taipei City and New Taipei City. We distributed 720 questionnaires according to the nature of the schools with 601 valid questionnaires being returned, a rate of 83.47%. We analyzed it through frequency distribution, percentage description, mean, standard deviation, independent sample t-test and one- way ANOVA. The results are as follows: I. The most common methods to motivate the teachers in senior high schools in the Taipei area are non-cash rewards, such as celebrating Teachers’ Day, holding regular social activities, encouraging teachers to further their studies, and openly awarding the teachers who achieve excellent performance. II. Teachers in the Taipei area hope school administration units offer motivation programs regarding the needs for existence, relatedness and growth. III. The most recognized motivation technique for the senior high school teachers is that the school improves their teaching facilities, treats them with respect, and values their suggestions. The most unwanted motivations are the offers of sports uniforms, free drinks, and birthday parties. IV. Compared with the teachers in public schools , the private senior high school teachers in the Taipei area prefer that school administration units offer motivation programs related to existence and relatedness needs, but regarding growth needs, there is no difference. V. The senior high school teachers holding administrative positions have a greater need for motivation programs regarding relatedness needs than those who don’t hold administration positions. However, there is no difference for existence or growth needs. VI. There is no difference regarding existence, relatedness and growth needs when gender, graduation, seniority or school types are taken into consideration. VII. Some suggestions for school administration units to motivate teachers include honoring teachers, improving the teaching environment and management of the school, and holding learning activities for teachers.