earticle

영어

The purpose of this study was to analyze the influences of influences of intrinsic and extrinsic rewards on teachers' work motivation to suggest an alternative plan for the improvement of their work motivation at elementary and secondary schools. The data were collected from 310 teachers working at elementary and secondary schools in Kyonggi and Chon-nam. The questionnaires included 64 questions related to six demographic factors, six intrinsic and six extrinsic reward variables. They were measured on Likert's five-point scale. The data were analyzed with Multiple Regression Analyses at p < .05 or above using SPSS program. Work Itself, Opportunity for Growth, and Recognition and Policy/Administration and Human Relation were found influential to teacher motivation. Work Itself was the most important factor for teacher motivation; Opportunity for Growth the next, Human Relation the third, Policy/Administration the fourth, and Recognition the last. On the other hand, other variables including Achievement, Advancement, Responsibility, Salary/Fringe Benefits, Job Security, Supervision Skills and Working Condition were not influential to teacher motivation. In considering that these variables have been argued to have an effect on work motivation, the results are somewhat surprising.

한국어

본 연구는 초․중등 교사의 직무동기 유발을 위한 효과적인 대안 마련에 기여하기 위해 어떤 내․외적 요인의 제공이 필요한지 밝히기 위하여 수행되었다. 과업동기와 관련된 각각 내․외적 6개 요인을 선정, 이들 요인들이 교사의 직무동기 유발에 어느 정도 영향을 미치고 있는지 탐색되었다. 총 64개 문항을 통해 교사 310 명으로부터 수집된 자료를 SPSS를 활용, 중다회귀 분석법으로 p < .05 혹은 그 이상에서 분석했다. 내적 세 요인-“직무 자체”, “인정”, “성장가능성”과 외적 두 요인-“인간관계”, “정책/행정”이 교사의 직무동기 유발에 유의한 영향을 미치고 있었다. 그러나 내적 요인-“성취”, “승진”, “책무성”과 외적 요인-“보수”, “직무환경”, 직업안정”, “감독기술”은 유의한 영향을 주지 않는 것으로 나타났다. 이 결과는 선행 이론 및 연구들과 다소 차이가 있어 이에 대한 후속 연구가 요청된다.