Secondary School Physical Education Teacher Motivation: An Application of Personal Investment Theory

1997 ◽  
Vol 16 (4) ◽  
pp. 426-439 ◽  
Author(s):  
Jennifer A. Lindholm
Keyword(s):  
Secondary School ◽  
Work Motivation ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Physical Educators ◽  
Teachers Perceptions ◽  
Investment Theory ◽  
Public Secondary School ◽  
Personal Investment ◽  
Personal Investment Theory

The purpose of this study was to examine physical educator work motivation using personal investment theory as a theoretical framework. Public secondary school teachers (n = 73) voluntarily completed SPECTRUM, a 200-item Likert scale inventory that measures 20 self and work perception categories. One-way ANOVA results revealed few within-group perception differences based on gender, age, years of teaching experience, or job capacity. Then z tests were used to determine perception differences between physical educators and a preexisting normative sample. Comparison between groups revealed that the physical educators reported significantly lower (p < .05) incentives for accomplishment and recognition, and significantly higher (p < .05) affiliation incentives. Physical educators also reported significantly fewer (p < .05) perceived opportunities for recognition and power and significantly lower (p < .05) levels of organizational commitment. These findings provided preliminary insight into how teachers’ perceptions of themselves, their jobs, and their work environments may operate together to result in common behavioral patterns.

scholarly journals Why the Optimism Misses? An Analysis on the Gaps and Lags of Teachers’ Perceptions of 21st Century Skills

2021 ◽  
Vol 10 (1) ◽  
pp. 68-75
Author(s):  
Jijo Varghese ◽  
M N Mohamedunni Alias Musthafa
Keyword(s):  
Secondary School ◽  
21St Century ◽  
21St Century Skills ◽  
Secondary School Teachers ◽  
Human Life ◽  
Teaching Experience ◽  
Survey Method ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Level Data

The present century demands transformative competencies in all spheres of human life and this necessitated the evolution of a new civil right in the modern era. Inevitably, this demands for new sets of skills and competencies in the learners to meet the challenges and competitions of the knowledge economy, labor market and information settings. To build the 21st century skills and competencies in the learners, teachers need to have awareness and knowledge about these skills and apply them in their daily classroom activities. In order to execute the strategies for promoting 21st century skills among learners, a clear perception on the same is highly essential. It is interesting to analyze the perception of the teachers and the missing gaps. This study was conducted to examine the gap between the actual and ideal perception of 21st century skills among secondary school teachers of Kerala. It also examined to what extent their age, teaching experience and subjects have been related to perception level. Data has been collected from secondary school teachers (N=350) through survey method. The result of the study showed that there was gap between actual and ideal perceptions of 21st century skills among the secondary school teachers and also positive correlation between age, teaching experience and the actual perception of 21st century skills.

scholarly journals Challenge of Integrating Tawhid in Science and History

2021 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Riski Munandar Hutapea ◽  
M Husnaini ◽  
Tahraoui Ramdane Murad
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Teaching Science ◽  
School Teachers ◽  
Islamic Schools ◽  
Ultimate Objective ◽  
Purposive Sample

This study aimed to highlight the challenge that Secondary School teachers face in integrating the Islamic concept of tawhid in teaching science and history subjects. The research employed a qualitative design using a case study and collect data. A purposive sample consisting of 5 teachers from Al-Amin Islamic Secondary School was selected based on teaching experience. The teachers were interviewed according to a theme-based strategy, and collected data was transcribed and analyzed accordingly. Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve. However, obstacles and challenges continue to hinder their efforts. Theoretical and practical propositions and recommendations to make this aim achievable, such as revisiting the concept of tawhid integration, enhancing teachers' creativity skills in the classroom, and providing relevant training programs by school authorities, would undoubtedly help attain their ultimate objective.

scholarly journals Hardiness Behavior and Organizational Loyalty of Government Secondary School Teachers in Palestine

2009 ◽  
Vol 3 (2) ◽  
pp. 30
Author(s):  
Ghassan H. Hilo
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Target Population ◽  
Years Of Experience ◽  
School Teachers ◽  
The West ◽  
Male And Female ◽  
Organizational Loyalty ◽  
Behavior Domain

The purpose of this study was to a) investigate hardiness behavior and organizational loyalty levels among secondary school teachers in the northern districts of the West Bank in Palestine and b) determine the effect of teachers’ gender and years of experience. The sample consisted of 396 male and female secondary school teachers, which were selected randomly from the target population. The questionnaire used in the study contained 42 items on hardiness behavior domain and 28 items for organizational loyalty domain. The results indicated that there was a moderate level of hardiness behavior among teachers (68.6%). Also, the results revealed that there were statistically significant differences due to gender and years of experience in commitment and participation items in favor of longer teaching experience. There were also statistically significant differences due to gender, and interaction between gender and years of experience, in control items in favor of males with longer teaching experience. There were significant differences due to years of experience, and interaction between gender and years of experience in the overall degree of hardiness behavior, in favor of longer teaching experience. There were significant differences due to gender and years of experience in the overall degree of organizational loyalty domain in favor of females with longer teaching experience. The researcher recommended the reinforcement of hardiness behavior and organizational loyalty levels among Palestinian teachers.

Predictors of Adherence in the Rehabilitation of Athletic Injuries: An Application of Personal Investment Theory

1989 ◽  
Vol 11 (4) ◽  
pp. 367-381 ◽  
Author(s):  
Joan L. Duda ◽  
Alison E. Smart ◽  
Marlene K. Tappe
Keyword(s):  
Sense Of Self ◽  
Athletic Injury ◽  
Intercollegiate Athletes ◽  
Injury Rehabilitation ◽  
Investment Theory ◽  
Personal Investment ◽  
Rehabilitation Adherence ◽  
Personal Investment Theory ◽  
The Relationship ◽  
Predictors Of Adherence

This study examined the relationship between the three facets of subjective meaning—personal incentives, sense of self, and perceived behavioral options—and adherence behaviors in the athletic injury rehabilitation setting. Subjects were 40 intercollegiate athletes who had sustained a sport related injury; all completed a questionnaire assessing the three components of meaning specific to sport and injury rehabilitation. Adherence was defined as a composite of attendance at the prescribed sessions, degree of completion of the prescribed exercise protocol, and the athlete's intensity or effort exerted in performing the prescribed exercise. Multiple-regression analyses indicated that each dimension significantly predicted adherence behaviors. Athletes who demonstrated greater adherence believed in the efficacy of the treatment, perceived more social support for their rehabilitation, were more goal directed or self-motivated, and placed more emphasis on mastery or task-involved goals in sport.

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