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• W833475912 abstract "Students need motivated teachers in the classroom, and teachers need job opportunities that offer motivation potential. According to Mitchell (1982), motivation consists of the psychological forces that energize, direct, and maintain certain behaviors. Although many believe that pay incentives help motivate teachers, research shows that such actions are counterproductive (as cited in Bishay, 1996). Although money is an extrinsic reward, highachievement-need people would expect more difficult achievements to be recognized by larger monetary rewards; thus, money does not motivate but instead can cause dissatisfaction (McClelland, 1987). In contrast, there are five characteristics of jobs that foster internal work motivation: skill variety, task identity, task significance, autonomy, and feedback (Hackman & Oldham, 1975; Humphrey, Nahrgang, & Morgeson, 2007). When employees are able to perform a combination of skills, and have a better understanding of their role in the entire process, they will feel a greater sense of significance (Hackman etal., 1975). With autonomy revolving around work scheduling, work methods, and decision-making (Humphrey et al; 2007), autonomy in the workplace provides people with a greater sense of responsibility (Hackman et al., 1975). The structure within a school and the responsibilities given to teachers can help develop and motivate teachers.Although the structure of a working environment can provide intrinsic motivation through variety and autonomy (McClelland, 1961), people also need feedback in order for work to be truly meaningful (Hackman et al., 1976). High-achievement need people expect feedback as a way of evaluating their progress (McClelland, 1987), but feedback from colleagues and supervisors is sometimes lacking for teachers within the United States (Ellis, 1988, p. 11). Consequently, it is not surprising that high-achieving teachers in the U.S. are more likely than their lower-achieving colleagues to leave the (Lankford, Loeb, & Wyckoff, 2002). The needs of a person, the autonomy they are given, and the feedback they acquire will determine how each will approach their career.Teaching is often considered a flat profession (Danielson, 2007, p. 14) with little chance for advancement, so middle career teachers often experience tension and motivational challenges (Hargreaves & Fullan, 2012, p.71 ). In fact, Mertler (2002) found that 26% of teachers believed that teachers, in general, were NOT motivated. Teachers who hold positions with enriched characteristics, however, may be considerably more motivated than their counterparts (Ellis, 1988). In order for American secondary schools to motivate more teachers and keep quality teachers in the classroom, they should consider hybrid positions as a way to positively impact teacher motivation, strengthen the profession, and improve student learning.What are Hybrid Positions?Hybrid teachers are defined as teachers who are assigned to teach fewer classes than full-time classroom teachers due to released time during the day when they fulfill non-teaching responsibilities. Hybrid positions are often associated with an additional title as well as additional duties. One of the most common hybrid positions found in high schools, especially large high schools, is that of department chair. A hybrid position as the Science Department Chair, for instance, could involve teaching science for three periods of the day and then having two periods a day to fulfill various responsibilities that are defined by a job description created by the school or district. Those responsibilities might include conducting teacher evaluations, supervising instruction, completing department budgets, attending leadership meetings, and assisting in the screening and selection of department members.Another hybrid position found in many high schools is that of athletic director. While the athletic director at one school may teach four classes of physical education and have one released period for director responsibilities, an athletic director at another school may teach only one history class and have four periods a day to fulfill non-teaching responsibilities. …" @default.
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• W833475912 date "2014-07-01" @default.
• W833475912 modified "2023-09-24" @default.
• W833475912 title "Improving Teacher Motivation in Secondary Schools with Hybrid Positions" @default.
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