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Motivational orientation and preference for reward: An application of Herzberg's Motivation-Hygiene Theory
Abstract
The purpose of the study was to examine the relationship of motivational orientation upon attitude toward merit pay and upon preference for reward on secondary school teachers. Application of Frederick Herzberg's Motivation-Hygiene Theory provided the conceptual framework, allowing the classification of each teacher into one of four motivational types using the two separate continua of job content (satisfaction) and job context (dissatisfaction). Job content or motivation variables contribute to job satisfaction, including achievement, recognition, the work itself, and growth. Job context or hygiene variables relate to job dissatisfaction and include institutional policy and administration, supervision, working conditions, and salary. The study was designed into 4 phases. Phase 1 refined the Kaufman Motivation-Hygiene Survey, and the Brooks Attitude Survey. Phase 1 was completed using the validation sample of 470 midwestern secondary teachers. Phases 2, 3 and 4 addressed two major questions and eight ancillary questions using the validation sample and a cross validation sample of 395 southern secondary teachers. Observed frequencies for each motivational type were reported. Phase 2 examined the relationship of Herzberg's four motivational orientation and attitude toward traditional merit pay, i.e., financial reward for outstanding performance in the classroom. Secondary teachers in both samples identified as high-hygiene seekers had a significantly less negative attitude toward merit pay than secondary teachers identified as low-hygiene seekers. Phase 3 examined the relationship of motivational orientation and preference for six reward systems. Findings indicated the expected pattern for improving working conditions. Both samples demonstrated the expected pattern, while the cross validation sample reached statistical significance. Phase 4 considered the ancillary relationships of motivational orientation and selected demographic variables: Total years of teaching experience, years in present school system, age, gender, highest degree earned, marital status, present teacher salary, and total household income. As was hypothesized, motivational orientation was not related to number of years teaching, years in present system, highest degree earned, marital status, teaching salary, total household income, or age of the teacher.
Subject Area
Personality|Psychology|School administration
Recommended Citation
Palmere, Mark Russell, "Motivational orientation and preference for reward: An application of Herzberg's Motivation-Hygiene Theory" (1989). ETD collection for University of Nebraska-Lincoln. AAI9004699.
https://digitalcommons.unl.edu/dissertations/AAI9004699