Commitment to Teaching [electronic resource] : Teachers' Responses to Organizational Incentives. Report from the Program on Student Diversity and School Processes / Marvin J. Fruth and Others.
The major question addressed in a study of secondary school teachers was, to what degree do organizational incentives result in maintaining in the profession committed teachers whose primary satisfactions and reasons for persistence are related to students, curriculum, and classroom procedures? Inte...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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| Subjects: |
MARC
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| 100 | 1 | |a Fruth, Marvin J. | |
| 245 | 1 | 0 | |a Commitment to Teaching |h [electronic resource] : |b Teachers' Responses to Organizational Incentives. Report from the Program on Student Diversity and School Processes / |c Marvin J. Fruth and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1982. | ||
| 300 | |a 131 p. | ||
| 500 | |a ERIC Document Number: ED223557. | ||
| 500 | |a Sponsoring Agency: National Inst. of Education (ED), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: NIE-G-81-0009. |5 ericd. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under ED 1.310/2:223557. | ||
| 520 | |a The major question addressed in a study of secondary school teachers was, to what degree do organizational incentives result in maintaining in the profession committed teachers whose primary satisfactions and reasons for persistence are related to students, curriculum, and classroom procedures? Interviews were conducted with 30 secondary school teachers, 20 former teachers, and 10 administrators from 8 school districts surrounding a large Midwestern city. Responses were examined with reference to three stages in the occupational lives of teachers: entry into the profession, maintenance issues related to day-to-day occupational factors, and continuance in the profession. The major conclusion from the analysis was that there are few extrinsic incentives (those that are within the control of the organization) that can be differentially allocated to individuals to affect performance directly. Intrinsic motivation was found to be the most powerful link to teacher performance. School administrators, bargaining groups, professional societies, and community members who support the educational system need to focus their attention on internalized motivators which are central to a teacher's sense of worth and professional well-being. (Authors/FG) | ||
| 650 | 1 | 7 | |a Administrator Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Career Change. |2 ericd. |
| 650 | 0 | 7 | |a Educational Environment. |2 ericd. |
| 650 | 1 | 7 | |a Incentives. |2 ericd. |
| 650 | 1 | 7 | |a Job Satisfaction. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Secondary School Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Administrator Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Persistence. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Recruitment. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Conditions. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Experience. |2 ericd. |
| 710 | 2 | |a Wisconsin Center for Education Research. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED223557.pdf |z Full Text (via ERIC) |
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