This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases. [ABSTRACT FROM AUTHOR]

Motivators and Inhibitors for University Faculty in Distance and e-learning

This paper reviews the topic of work satisfaction with particular reference to the ESL field. An overview of the literature indicates that work satisfaction is a complex response which incorporates many influences inside and outside of the work environment. The available survey data, primarily from members of the TESOL organisation, suggest that ESL practitioners are basically satisfied with their work, though they experience dissatisfactions in certain areas such as promotions, pay, and some administrative aspects. It is maintained that the key to ensuring work satisfaction and the positive career conditions which educators in ESL desire and deserve is professional recognition.

Work satisfaction and the ESL profession

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A comparative analysis of leadership development models in post-baccalaureate theological education

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Job Satisfaction and Leadership Style: A Study of Michigan High School Principals

An analysis of teachers' job satisfaction and job dissatisfaction is presented in this paper. The report focuses on the perceptions of job satisfaction and job dissatisfaction held by both male and female Caucasian teachers in grades 7-12. The teachers' perceptions were then compared to the perceptions of principals. The sample included 64 teachers, which represented 4 teachers from 9 intermediate and 7 high schools in the Garden Grove Unified School District near Los Angeles, California. The study utilized both qualitative and quantitative research strategies, which included telephone interviews and questionnaires. The findings indicate that teachers viewed the work itself, achievement, responsibility, recognition, and possibility of growth as factors that contributed to their feeling good during a satisfying job experience. They derived the most job satisfaction from recognition, achievement, and the work itself. Intrinsic factors contributed more to job satisfaction than they did to job dissatisfaction. Principals accurately perceived that recognition, achievement, and the work itself contributed to the teachers' feelings of job satisfaction and misperceived that the principal's behavior had a positive effect on teachers' job satisfaction. (Contains 64 references and 3 appendices containing teacher and principal questionnaires.) (RJM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** PERCEPTIONS OF SECONDARY SCHOOL TEACHERS AND PRINCIPALS CONCERNING FACTORS RELATED TO JOB SATISFACTION AND JOB DISSATISFACTION by Janice J. Ulriksen, Ed. D. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) grfl-':i's document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 9 BEST COPY AVAILABLE PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

https://files.eric.ed.gov/fulltext/ED424684.pdf

James A. Medved

Papers

The Applicability of Herzberg's Motivation-Hygiene Theory.