Investigating the role of job motivation in predicting teaching styles in teachers' classrooms

Document Type : Original Article

Authors

1 MA in Educational Psychology, Payame Noor University of Javanrood. Kermanshah.Iran.

2 PhD Student in Educational Psychology, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azarbaijan, Tabriz

3 MA in Educational Psychology, Payame Noor University of Javanrood. Kermanshah

Abstract

The purpose of this study was to investigate the role of job motivation in predicting the teaching styles of first and second part of primary school teachers. The statistical population of the study was all teachers working in teaching in Paveh and Javanrood; Among them, 300 people (210 males, 90 females) were selected by multi-stage cluster sampling. The research method was descriptive and correlational. The data were collected using two questionnaires of Herzberg job motivation (1960) and Prashing teaching styles (2002). In order to analyze the data, inferential statistical methods including univariate analysis of variance and stepwise regression were used. The results of the study showed that there is a relationship between the components of job motivation and teachers' teaching styles (P≥0.05, P≥0.01). Findings of stepwise regression analysis showed that the components of progress and supervisor were able to explain the flexible teaching style, the components of success and appreciation of the inclusive teaching style and the components of rights and success as well as the traditional teaching style. Some components of job motivation did not play a role in explaining and predicting teaching styles.

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