Job Satisfaction and Motivation - What Makes Teachers Tick?

Abstract

Aims: To find out the extent to which various factors affect the job satisfaction and motivation. Study Design: The study used a questionnaire survey. Place and Duration: The British University in Egypt, between April and May, 2013. Methodology: Participants were 103 academic staff (27 male, 76 female) from four faculties and the English department. A 34-item questionnaire survey was used to collect data. Frequencies, descriptive statistics and one-way analysis of variance (ANOVA) were used to answer the research questions. Results: The two most prominent intrinsic variables selected by teachers (N= 103) were a good relationship with people they work with (Mean 2.0291) and responsibility within the job (Mean 1.9903). Extrinsic factors which ranked the highest by over 50% of teachers were: students’ interest in the module (70.9%), the working environment (68.9%), and recognition by one’s boss and others (61.2%), sufficient positive feedback (56.3%) and pay/salary (55.3%). Factors related to job dissatisfaction by 50% or more teachers were: pay/salary (61.2%), university policy and administration (55.3%), lack of positive feedback (54.4%) and lack of time for family and home (51.5%). Males regard job security (P = .000) as being a major factor for their job satisfaction. For females, opportunities for training and development (P = .030), and recognition by one’s boss and others (P = .002) are important factors. When comparing status, there was a significant difference for associate professors (P = .001) as autonomy was found to be fundamental for their job satisfaction. For professors, heads of departments, and deans, job security is regarded as an essential factor for their job satisfaction (P = .018). There were no significant differences for job satisfaction variables and age. Conclusion: Teachers are likely to be satisfied and motivated if a number of intrinsic and extrinsic factors were present in their job.