Factors Effecting Motivation of Middle Levele Managers

8/6/2019 Factors Effecting Motivation of Middle Levele Managers

http://slidepdf.com/reader/full/factors-effecting-motivation-of-middle-levele-managers 1/185

TitleFactors affecting the work motivation of middle managersin school : a case study

Author(s) Au Yeung, Yu-shing, Kennedy;歐陽汝城

Citation

Issue Date 2004

URL http://hdl.handle.net/10722/32051

Rights unrestricted



CHAPTER 1:

INTRODUCTION

This chapter intends to give an introduction of the present study. It

consists of the background, purposes, significance and the research questions of

the study. At the end of this chapter, the organization of this study will be

described briefly as well.

1.1 Background of the Study

“Motivation is symbolic of persistent and vigorous involvement in some

activities which is a pre-requisite for good performance whatever may be the

potentiality, ability, competence and professional skills of an individual” (Mittal,

1995:5). In this sense, to study the performance of an individual, it is necessary

to look at the motivation which drives that individual to work. Apart from this, it

is believed that to understand the work motivation of an individual is an important

step to understand the performance of an organization because motivation is the

“processes within an individual that stimulate and channel it in ways that should

benefit the organization as a whole” (Middlemist and Hitt, 1998:144). In other

1



words, work motivation is one of the important factors which determines the level

of efficiency and effectiveness of an organization; and school, which is a learning

organization in society, is not an exception. Therefore, to understand the work

motivation of individuals in a school is indispensable when the quality of

performance of that school is put into consideration.

In a school, there is a group of teachers who act as an important bridge

between the school authority and other teachers. Apart from performing

teaching duties, this group of teachers is also in charge of the administrative and

managerial duties in school. Moreover, they also act as school leaders who help

lead other teachers to work towards the school goals. The researcher considers

this group of teachers as school middle managers. They are usually heads of

subject panels and coordinators of functional committees.

Since school middle managers need to deal with a lot of important and

complicated schoolwork, most of them are well-experienced teachers and have

been promoted to senior positions. In other words, they usually occupy high

status in school and are considered as school leaders as well. Therefore, the level

of motivation they have on their works is significant to the quality of performance

2



of the school. Since the work motivation of school middle managers has rarely

been studied in depth locally, it is interesting to study the factors which motivate

the school middle managers to work.

1.2 Purposes of the Study

Firstly, the researcher intends to identify from local studies some factors

which affect significantly the work motivation of teachers, school middle

managers and school administrators.

Secondly, the researcher aims to explore the perceptions of school middle

managers on these identified factors.

Thirdly, the researcher attempts to examine the actual work motivation of

these school middle managers. This may include the levels of their work

motivation, the factors which actually motivate them to work and their personal

feelings when they work with high motivation.

3



Fourthly, the researcher tries to study if the identified factors affecting

work motivation are also applicable to the school middle managers under study.

1.3 Significances of the Study

Firstly, to the best knowledge of the researcher, there have not been too

many previous in-depth studies on the work motivation of school middle

managers in Hong Kong. Most of the studies in the past focused mainly on the

work motivation and job satisfaction of teachers (Wong, 1980; Ip, 1982; Tse, 1982;

Hui, 1984; Lau, 1992; Wu, 1993; Cheng, 1994; Poon, 1996; Lung, 1997),

principals (Law, 1987), vice-principals (Tsang, 1985; Kwok, 1987; Ip, 1995) and

guidance team leaders (Wong, 1995). It is hoped that the results of this research

can enrich the understanding of school middle managers on factors affecting their

work motivation.

Secondly, it is believed that the findings of this research are useful

information to school principals and administrators who intend to inspire the work

motivation of their school middle managers on the one hand, and to improve their

4



job satisfaction on the other.

Thirdly, the results of this research may provide a platform for school

middle managers to practise reflective thinking of their own. This practice is

believed to be a valuable means for self-improvement and self-enrichment.

Fourthly, the knowledge of factors affecting work motivation for school

middle managers is useful information for aspirating teachers who intend to

become subject heads or functional committee coordinators in schools in the

future.

Last but not the least, as the research is a case study of a secondary

school in which the researcher has been teaching, the results of the research can

help enhance his understanding on the middle managers in the school. This is

undoubtedly beneficial to the development of the school as a whole.

5



1.4 Research Questions

This research aims to address the following research questions.

1. What are the factors, as identified by local studies, which are significant to

the work motivation of teachers, school middle managers and school

administrators, and what are the perceptions of the school middle managers

under study on these identified factors?

2. How will the school middle managers under study describe their feelings

when they are motivated to work, and what is the level of work motivation of

the school middle managers in the case school?

3. What are the factors which actually motivate the middle managers to work in

the case school, and to what extent are the identified factors applicable to

them.

4. Do different types of school middle managers (subject heads and functional

committee coordinators) perceive differently or similarly on work motivation?

If yes, what is the situation?

6



1.5 Organization of the Research

The rest of this research will be presented in four chapters. Chapter two

presents a literature review on the meaning of motivation and work motivation,

motivation theories, job satisfaction theories in relation to motivation and local

studies on factors affecting work motivation. This review helps explain the

context and background of the study.

Chapter three discusses the research methodology of the study. It

explains how the research problem is investigated and why particular research

methods are used. It outlines the elements which will be included in the process

of data collection and data analysis. Limitations of the study will also be stated

at the end of this chapter.

Chapter four presents in detail the major findings of the research. The

data collected will be examined and interpreted carefully. Findings will be

presented in accordance with the research questions mentioned before.

7



Chapter five focuses on the discussion of the findings. It intends to

make comparison of these findings with the ones done earlier by the local studies

and to make analysis on the situation of work motivation in the case school as

revealed by the research results. Recommendations for further research will be

proposed at the end of the chapter. After that, some conclusive remarks will be

made.

8



CHAPTER 2:

LITERATURE REVIEW

This chapter is about the literature review on motivation. It consists of

the review on the meaning of motivation and work motivation, the theories of

motivation and job satisfaction and some local studies concerning factors affecting

the work motivation of teachers, school middle managers and school

administrators. In the end, the researcher attempts to identify some significant

factors from this literature review which will then be used in the present study.

2.1 Motivation and Work Motivation

Nadler and Lawler III (1977) state that a thorough understanding of

motivation is valuable for explaining causes of behaviours in schools, predicting

effects of administrative actions, and directing behaviour to achieve goals.

According to Steers and Porter (1979), motivation comprises three basic

parts of activating, directing, and sustaining human behaviour. Johns (1983)

9



draws similar conclusion by focusing on the three elements contained in

motivation. They are effort (the person works hard), persistence (the person keeps

at his or her work) and direction (the person directs his or her behaviour toward

appropriate goals). Lunenburg and Ornstein (1991) support this view by

explaining that ‘effort’ is related to the intensity of employee’s work-related

behaviour while ‘persistence’ refers to the sustained effort employees show in

their work-related activities. They argue that these two are related to the quantity

of work performed. They further explain that ‘direction’ is related to the quality

of an employee’s work, it is the investment of persistent effort in a direction that

benefits the employer.

To understand human behaviour at work, Mittal (1995) points out that

there are three denominators which are important factors affecting work

motivation. They are (a) what energizes human behaviour to work; (b) what

directs or channels such behaviour; and (c) how this behaviour is maintained or

sustained. Firstly, the energetic forces within individuals can drive them to behave

in certain ways; and it is believed that environmental forces always act as trigger

to these drives. Secondly, the notion of goal orientation on the part of

individuals is also important as it means that their behaviours are directed towards

10



something. Thirdly, a system orientation is also important as it considers those

forces within the individuals and around the surrounding environments that feed

back to the individuals. This feedback may either reinforce the intensity of their

drives and directions of their energy or discourage their course of action and

redirect their efforts. In short, Mittal (1995:6) summaries that there is “an

integrated force produced by some extrinsic or intrinsic (or both) motives which

propels or pushes an organism to involve in some activities and to sustain it till he

reaches his goal.”

Following this concept, the work motivation of an individual can be

interpreted as an integrated force generated by either or both of these intrinsic and

extrinsic motives that drive the individual to play his or her roles vigorously at

work; and to keep these behaviours persistently throughout the process of the

work for the sake of goals realization. Schermerhorn, Hunt and Osborn

(1985:129) draw similar conclusion by describing work motivation “as the forces

within an individual that account for the level, direction and persistence of the

effort expended at work”.

11



2.2 Classical Motivation Theories

Lunenburg and Ornstein (1991) state that a review of the classical

literature on motivation brings six theory areas which can be grouped into content

theories of motivation and process theories of motivation. The former includes

the Maslow’s Need Hierarchy Theory, Alderfer’s Existence, Related, and Growth

(ERG) Theory and Herzberg’s Motivation-Hygiene Theory. These content

theories focus on people’s needs and identify what needs motivate employees to

work in the work place. The latter includes Vroom’s Expectancy Theory, Porter

and Lawler’s Equity Theory and Locke’s Goal Theory. These process theories

attempt to identify the relationship among dynamic variables which make up work

motivation. They concern with how human behaviour is initiated, directed and

sustained or how motivation occurs in organizational settings.

2.2.1 Content Theories of Motivation

Robbins et al. (2001) have a very clear and precise description on some

content theories of motivation. The Hierarchy of Needs Theory, the Two-factor

12



Theory and the ERG Theory will be described as follow. After this, a short

evaluation on these theories will be given as well.

2.2.1.1 Hierarchy of Needs Theory

This is the most famous motivation theory which is developed by

Abraham Maslow in 1954. Maslow claims that there is a hierarchy of five needs,

namely physiological needs, safety needs, social needs, esteem needs and

self-actualization needs found within human being. When people are satisfied

substantially in one level of needs, they will be dominated by the needs in the next

higher level. In other words, a fully satisfied need in a level will cause little

effect on people’s work motivation. Moreover, Maslow attempts further to

separate the five needs into lower order needs and higher order needs.

Physiological and safety needs belong to the former while social, esteem and

self-actualization needs belong to the latter. Maslow claims that higher order

needs can be satisfied internally by creating sense of achievement within the

persons themselves, whereas lower order needs can be satisfied externally by

salary payment, fringe benefits etc. only.

13



2.2.1.2 Two-factor Theory

The two-factor theory is also known as motivation-hygiene theory which

is developed by Frederick Herzberg. Herzberg et al. (1959) observe that people

who have job satisfaction may describe differently their feelings towards job from

those who have job dissatisfaction. He then points out that there are some factors,

usually intrinsic factors, which are consistently related to job satisfaction and

some other factors, usually extrinsic factors, which are consistently related to job

dissatisfaction. He further claims that the opposite of satisfaction is no

satisfaction rather than dissatisfaction; and that the opposite of dissatisfaction is no

satisfaction rather than satisfaction. It means that it is in vain to remove the

dissatisfying elements or factors from job with a view to getting job satisfaction

and promoting work motivation.

Herzberg comes to conclude that there are two types of factors affecting

job satisfaction and job dissatisfaction. The hygiene factors are all factors

contributing to job dissatisfaction while the motivators are all factors contributing

to job satisfaction. The former includes those factors which are related to

conditions surrounding the job such as company policy and administration,

14



supervision, relationship with supervisor, work conditions, salary, relationship

with peers, personal life, relationship with subordinates, status and security. The

latter includes those factors associated with the work itself or with the outcomes

directly derived from the work such as achievement, recognition, work itself,

responsibility, advancement and growth. Therefore, to motivate people to work,

the theory suggests promoting the motivators rather than the hygiene factors.

2.2.1.3 ERG Theory

By revising Maslow’s hierarchy of needs theory, Alderfer (1972) points

out that there are three groups of core needs, namely need for existence, need for

relatedness and need for growth for human being. This is known as the ERG

Theory. The desire for basic material provision is the prime concern of the first

group. The desire to have good maintenance of interpersonal relations is the

major concern of the second group. The desire within the people themselves to

have personal development is the most significant concern of the third group.

In fact, this ERG Theory, though focuses also on human needs, differs

15



from Maslow’s hierarchy of needs in two remarkable aspects. Firstly, instead of

a rigid progress of needs fulfillment from the lower level to the higher level, the

ERG Theory shows that there may be more than one need being operated

simultaneously with one another. Secondly, this theory also illustrates that when

individuals are being frustrated in a higher order need level, their desires will be

increased in a way that go backward to the lower level need (Robbins et al. 2001).

2.2.1.4 Evaluation of the Content Theories of Motivation

Needs Theories in General

The needs theories of Maslow (1943) and Alderfer (1972) are basically

individual theories of motivation, with little attention paid on job related and work

environment variables. These theories mainly focus on the characteristics of the

individual and show how the role played by personal need strengths in the

determination of work behaviour, while the importance of the job and work

environment in affecting such behaviour has only been dealt with lightly in these

theories (Mittal, 1995).

16



Maslow’s Hierarchy of Needs Theory

Maslow’s theory is a clear and easy to understand theory which is useful

in understanding human motivation. However, there are some areas which are

still worth debating like the number of need levels, their order of gratification and

individual differences on needs etc. In fact, little research evidence exists to

support it (Wahba and Bridwell, 1973, 1976; Pinder, 1984). The study of Betz

(1984) and Lefkowitz, Somers and Weinberg (1984) show only modest support to

it while the study of Rauschenberger, Schmitt and Bunter (1980) even strongly

challenges the theory. Besides, it is found that some other studies only have

modest support to its assumption of a hierarchy of prepotency (Miner, 1980;

Steers and Porter, 1983; Landy and Becker, 1987).

Alderfer’s ERG Theory

The ERG theory is more consistent with the knowledge of individual

differences among people. There are a lot of variables such as education level,

family background, culture environment etc. which can alter the importance that a

group of needs holds for a particular individual (Robbins et al. 2001). It is

17



shown that people in other cultures rank the categories of needs differently (Haire,

Ghiselli and Porter, 1963). This is consistent with the ERG theory. Several

studies (Schneider and Alderfer, 1973) have supported the ERG theory. However,

it is also shown that such theory does not work in some organizations (Wanous

and Zwany, 1977 ).

Herzberg’s Two-factor Theory

The two-factor theory is useful in a sense that it has suggested some ideas

on the ways how an administrator can use to motivate subordinates. These ways

may include enriching the job, increasing autonomy on the job and expanding

personnel administration (Owens, 1991). However, this theory also receives

certain criticisms. Robbins and Coultar (1996) summarize these criticisms as

follow. Firstly, the procedure that Herzberg used is limited by its methodology.

When things are going well, it’s human nature to credit on themselves rather than

other factors; and they usually attribute failure to extrinsic factors. Secondly, the

reliability of Herzberg’s methodology is questionable. Since raters had to make

interpretations, they may have contaminated the findings by interpreting one

response in one manner while treating another similar response differently.

18



Thirdly, the theory is inconsistently with previous research in that it ignores

situational variables. Fourthly, Herzberg assumed that there is a relationship

between satisfaction and productivity, but the research methodology he used

appeared to look only at satisfaction, not at productivity. In this sense, it is a

must to assume a close relationship between satisfaction and productivity in order

to make such research relevant.

2.2.2 Process Theories of Motivation

The goal-setting theory, equity theory and expectancy theory will be

introduced briefly, followed by a short and precise evaluation on them.

2.2.2.1 Goal-setting Theory

The goal-setting theory is a cognitive process approach to work

motivation originated by Locke (1968) who claims that an important source of

work motivation comes from the intentions to work towards a goal. Robbins et

19



al. (2001) attempt to describe this theory in the following ways. This theory

postulates that specific goals are better than general goals in affecting employees’

work motivation; and that difficult goals, when accepted by employees, will lead

to their higher performance at work than easy goals. This is because the

specificity of goals can act as internal stimulus within the employees themselves

while difficult goals, if accepted and within the ability of the employees, will

cause them to offer more efforts with a view to achieving the goals. Earley,

Wojnaroski and Prest (1987) also explain that goals have their values of showing

to employee what needs to be done and how much effort will need to be expended.

Campbell and Pritchard (1974) make three generalizations in goal-setting

theory. Firstly, specific performance goals obtain a higher level of performance

than general goals. Secondly, the more difficult the performance goal the more

effort individuals will make if they accept the goal. Thirdly, participation by

employees or subordinate participation in goal setting activities, as against

assigned goals by employers or superiors, leads to greater employee satisfaction.

20



2.2.2.2 Equity Theory

Equity Theory is originated by Adams (1965). Hoy and Miskel (1991)

point out that this theory is focusing on the beliefs of individuals about fairness at

work. The perceived fairness of individuals in the workplace is important factor

in affecting their work motivation. To decide whether individuals are being

treated fairly or not, the theory suggests that social comparison is the key

mechanism for such a decision. Kulik and Ambrose (1992) state that individuals

usually compare their input (their contributions to work) and output (their rewards

from work) ratio to the input and output ratio of others who share certain

similarities with each other in some ways or another. Equity theory explains that

if the comparison shows that the input and output ratios are the same; it can be

regarded as a fair treatment. However, a sense of unfairness and inequity will be

developed if such ratios illustrated are not roughly the same. The feeling of

inequality resulted will properly lead to a reduced motivation to work.

Baron (1998) points out that individuals will react in three ways in order

to reduce such feeling of inequality. Firstly, they try to seek for more outcomes

such as more rewards and benefits. Secondly, they try to leave the workplace

21



and find another new job. Thirdly, they try to devote less input such as effort and

contribution to the job. In short, equity and justice are important motivating

forces to many individuals. If they find themselves being treated unfairly and in

an unequal way, their work motivation will drop significantly. Therefore, Baron

(1998) believes that it is important to ensure that fairness and equality should be

the standard operating procedure in schools and other work organizations.

2.2.2.3 Expectancy Theory

Vroom (1967) makes popular the expectancy theory in research on work

motivation in organizations. There are two fundamental premises rested on this

theory. Firstly, people use their own abilities to think, reason, and anticipate

future events; and they evaluate subjectively the expected value of the outcomes.

They then make decisions about their own behaviour in organizations. Secondly,

human behaviour is a result of the combination of forces within the individuals

and the organizational environments. This means that individuals’ feelings,

attitudes and values interact with environmental factors to influence their

behaviour. Nadler and Lawler III (1977) also state that there are four basic

22



assumptions underlying the Vroom model. Firstly, behaviour is determined by a

combination of forces within the individual and forces in the environment.

Secondly, individuals make decisions about their own behaviour in organizations.

Thirdly, different individuals have different types of needs, desires and goals.

Fourthly, people make decision among alternative plans of behaviour based on

their expectancies of the degree to which a given behaviour will lead to desired

outcomes.

Based on these premises and assumptions, there are three fundamental

concepts related to the Expectancy theory, they are expectancy, instrumentality,

and valence. Expectancy is the subjective probability perceived by the

individual that a given effort will yield a specific level of performance.

Instrumentality refers to individual’s perception on a probabilistic relation

between performance and reward. Instrumentality is high when individuals

believe that there is a strong association between their performance and their

desired outcome of rewards. Valence is the individual’s perceived values or

attractiveness of a reward or a particular outcome; to see the degree that they can

satisfy the personal goals or needs of the individual. These three concepts follow

an idea that the strength of motivation is as function of the interaction of the

23



expectancy, instrumentality, and valence. This suggests that an individual’s

motivation to work in a certain way is greater when that individual believes that

he or she has the ability to perform at the desired level (high expectancy); the

performance will lead to rewards (high instrumentality); and the rewards or

outcomes have positive personal values (high valence). In other words,

expectancy theory argues that the strength of a tendency to perform an action in a

particular way depends on the strength of an expectation that such performance of

action will be followed by a given outcome or reward and on the attractiveness of

that outcome or reward to the desires or goals of the individuals (Robbins et al.

2001).

2.2.2.4 Evaluation of the Process Theories of Motivation

Goal-setting Theory

Although the studies of Locke, Latham and Erez (1988) show that the

goal setting theory is one of the most scientifically valid and useful theories in

organization science, there are three shortcomings which are worth noting.

24



Firstly, the theory does not state out clearly what determines goal acceptance and

commitment. In other words, the processes of how goals are approached still

need more elaboration. Secondly, the mechanisms that explain how goal

acceptance, goal difficulty, and other variables combine to determine effort are

indeed incomplete. Although effort and performance can be predicted

reasonably well, explanations of why goal setting affects employee behaviour are

indeed still under development. Thirdly, the theory performs better for simple

jobs with concrete results but it becomes less effective when dealing with complex

and complicated situations like those happen in educational settings. In short,

although goal-setting theory is useful as an explanation of work motivation, it still

has certain inadequacies in its processes and applications for administrative

practices.

Equity Theory

Mittal (1995:8) states that “the process-oriented approach of equity

theory places considerable stress on the individuals’ perceptual reactions to

environmental variables and therefore it considers interactive effects”. However,

the approach does not provide a comprehensive framework for integrating the

25



major sets of variables affecting motivation at work. Besides producing feelings

of equity or inequity that may affect motivation, the theory fails to consider many

of other impacts of these variables on work motivation. Apart from this,

Goodman (1977) and Greenberg (1987) also argue that there are still some key

issues which are not clear in the theory. One of the issues is the way how

employees handle conflicting equity signals. Another issue is related to how

employees define inputs and outcomes. Besides, the way how they combine and

weight their inputs and outcomes to arrive at totals is also a significant issue

which is worth discussing. Last but not the least, the theory fails to explain

clearly when and how the factors may change over time.

Expectancy Theory

Expectancy theory is a promising approach to understand work

motivation in organizations (Steers and Porter, 1983; Miner, 1980). Pinder (1984)

draws a conclusion that the theory is a reasonable model of the causes of work

behaviour. Robbins et al. (2001:220) even conclude that “expectancy theory’s

power in explaining employee productivity increases where the jobs being

26



performed are more complex and higher in the organization”.

However, it is found that this theory also has some conceptual and

empirical shortcomings (Mitchell, 1974; Campell and Pritchard, 1976). Firstly,

the theory concerns the process of combining the three components in a

multiplicative fashion; the validity of which is indeed questionable since some

studies show that each component only has a moderate relationship with effort or

performance (Miskel, DeFrain and Wilcox, 1980). Secondly, behavioural

psychologist such as Skinner vigorously challenges the notion that if any of the

components, namely expectancy, instrumentality and valence, increases, the

motivational force becomes greater. In other words, the theory is criticized of

overemphasizing linearity in work. Apart from this, some critics (House,

Shapiro and Wahba, 1974) suggest that the theory has only limited use. They

argue that this theory tends to be more valid in situations in which

effort-performance and performance-reward linkages are clearly perceived by the

individuals. In reality, few individuals perceive a high correlation between

performance and rewards in their jobs and therefore the theory tends to be

idealistic in some ways.

27



2.3 Job Satisfaction Theories in Relation to Work Motivation

It is not difficult to observe from the content theories of motivation that

there is a close relationship between motivation and job satisfaction. Maslow’s

hierarchy of needs theory and Alderfer’s ERG theory show that the unsatisfied

needs found within the individuals are the basic sources of human motivation. In

fact, many researchers have applied needs and motivation theories to study

teachers’ job satisfaction (Neil, 1994; Sergiovanni and Carver, 1973; Holdaway,

1979; Engelking, 1986). The desire to be satisfied motivates individuals towards

certain human behaviours. Therefore, to understand the concept of work

motivation, it is necessary to have deeper understanding on job satisfaction.

Armstrong (1977) believes that motivation is inferred from or defined by

goal-directed behaviour. It is in relation to two basic concepts. Firstly, the

needs that operate within the individual and secondly, the goals in the environment

toward or away from which the individual moves. Therefore, Armstrong claims

that it is the recognition of an unsatisfied need by an individual, either consciously

or unconsciously, that initiates the process of motivation. Therefore, it is

believed that as long as such unsatisfied need has been satisfied throughout the

28



process of the vigorous work devotion, job satisfaction occurs which may result in

a further enhancement of work motivation for the individual concerned.

The ‘Need-Want-Satisfaction Chain’ developed by Koontz and Weihrich

(1990) helps explain the relationship between job satisfaction and work

motivation. It explains that the felt needs of individuals give rise to wants which

cause tensions. This tension gives rise to actions towards achieving goals which

finally result in satisfaction. Thus motivation is the drive to satisfy a need or a

want; or to achieve an outcome; satisfaction is experienced when the need, want

and outcome have been achieved. Therefore, the implication of job satisfaction

shows that one type of factor which is related to work motivation comes from the

unsatisfied human needs found within individuals that help initiate the process of

work motivation.

Apart from the unsatisfied human needs just mentioned above, Smith,

Kendall and Hulin (1969) propose that the discrepancy between the work

motivation of jobholders and the incentives offered them by the organization is

also important to explain job satisfaction. This discrepancy hypothesis proposes

a direct positive relationship between workers’ job satisfaction levels and the

29



degrees of congruence between ideal work conditions and perceived work

conditions. If the needs that motivate individuals to work are satisfied exactly by

the organization’s incentives, no dissonance exists and job satisfaction is high. If

the needs of individuals are greater than the rewards received for work, a

discrepancy exists that leads to job dissatisfaction. But if the rewards exceed

needs, the discrepancy yields positive job satisfaction. The

Inducement-Contribution Theory of March and Simon (1958) and the Cognitive

Dissonance Theory of Festinger (1957) also postulate that job satisfaction levels

are related to the perceived difference between what is expected or desired as fair

and reasonable return and what is actually experienced in the job situation. The

former is related to individual motivation while the latter is related to the

organizational incentives. Similarly, Lawler’s model of job satisfaction (1973)

shares that job satisfaction is determined by the discrepancy between what

individuals expect to get out of their jobs and what the job actually offers. A

person will be satisfied if there is no discrepancy between his desired and actual

conditions; but he will be dissatisfied if there is less than the desired amount of a

job characteristic in the job. The studies of Miskel, Glasnapp and Hatley (1975)

come to more or less the same conclusion. They indicate that job satisfaction is a

result of the subtraction of organizational incentives from individual work

30



motivational factors. If the subtraction yields a positive value, dissatisfaction

results. Conversely, if a negative value is produced (rewards exceed

motivational factors), satisfaction results.

All in all, the studies of job satisfaction in relation to work motivation

mentioned above help illustrate another factor which is also significant to work

motivation. It is the performance of the working organization, that is, what

actually have been offered by the working organization to individuals at work or

what have been done by the working organization which have actually been

perceived by individuals at work, versus the unsatisfied human needs found within

the individuals that is important to determine if individuals have persistent and

sustained efforts on their work and thus affecting their work motivation

throughout the whole working process.

2.4 Local Studies on Work Motivation or Job Satisfaction

After a literature review on motivation theories and understandings on the

relationship between job satisfaction and work motivation, it is necessary to have

31



a review on some local studies on the work motivation and job satisfaction of

those individuals who work in the schools of Hong Kong. In such review, the

researcher intends to identify more factors which affect work motivation locally;

and to identify some significant factors which can be used in the present study.

The work motivation and job satisfaction of teachers, middle managers,

vice-principals and principals in some Hong Kong secondary schools will be

reported as follow.

2.4.1 The Local Studies under Review

Wong (1980) investigated the factors contributing to job satisfaction and

dissatisfaction of secondary school teachers in Hong Kong by using the

Two-factor Theory. It is found that the perceived degree of importance of

motivators was higher than that of the hygiene factors in contributing to both job

satisfaction and dissatisfaction, especially to inexperienced teachers.

Interpersonal relations with students was perceived as the most important factors

contributing to job satisfaction while work itself was perceived as the most

important factor contributing to job dissatisfaction.

32



Ip (1982) conducted a study about job satisfaction and effectiveness of

communication channels among teachers in Hong Kong aided secondary schools.

It is discovered that skill variety, autonomy and personal growth contributed to job

satisfaction of teachers. Teachers reported that job dissatisfaction came from

supervision and relations with co-workers.

Tse (1982) studied the occupational stress and job satisfaction among

Hong Kong secondary school teachers. It is found that interest in work itself is

one of the main determinants of the teachers’ overall job satisfaction. Female

teachers experienced less overall job satisfaction than male teachers.

Hui (1984) examined the perception of the influence of participation in

decision-making on school effectiveness and job satisfaction of aided secondary

school teachers. He found out that job satisfaction and involvement in

decision-making was positively correlated among secondary school teachers.

Those teachers who were deprived of involvement in decision-making would

perceive their schools as less effective and reported less job satisfaction.

Tsang (1985) found that vice-principals viewed interpersonal relations

with superiors and peers affect their job satisfaction most. Moreover, if they

33



could enjoy harmonious interpersonal relations with their principals and

colleagues, they would find job satisfaction in participation in administrative work

and decision-making. The findings of this study further revealed that aided

secondary vice-principals did not consider salary and fringe benefits or social

status as important factors contributing to job satisfaction.

Kwok (1987) claimed that long-range career goal was a significant factor

affecting the job satisfaction of the vice principals in aided secondary schools.

Moreover, it is shown that vice-principals would have higher job satisfaction if

they had adequate time to complete their assigned tasks. Furthermore, the

attitude of students towards the school and the frequency of teachers discussing

teaching methods also affect significantly their job satisfaction. Besides, their

job satisfaction was found to increase with the support given by the principal. In

addition, interpersonal relations with principal and teachers are also significant to

their job satisfaction.

Law (1987) investigated the job satisfaction among secondary school

principals in Hong Kong. It is discovered that achievement, work and personal

growth were the most important factors leading to job satisfaction. Salary and

34



promotion were regarded as the least important factors.

Lau (1992) reported that the nineteen factors (five motivators, eleven

hygiene factors and three other factors) under study could all motivate teachers of

government secondary schools. It was their relative importance that was

significant. The most important four factors were possibility of advance, good

management policy and administration, high social status of teachers and good

relationship with students while the least important four factors were high

academic ability of students, personal life of teachers, working under supervision

and frequent meetings for communication. When the five motivators are

compared with the eleventh hygiene factors, it was found that motivators taken

together were more important than the hygiene factors. The results of the study

also showed that physiological needs and security needs were ranked the lowest,

self-actualization was ranked in the middle while esteem and social affiliation

occupied the highest positions in the order of importance for teachers’ motivation

to work.

Wu (1993) studied the job satisfaction among secondary school teachers

in Hong Kong. It was found that secondary school teachers were strongly

35



dissatisfied with their promotion opportunities. It was mentioned that Hong

Kong secondary schools provided few opportunities for teachers to have a sense

of professional growth and advancement in their careers. It also mentioned that

teachers were rather satisfied with their supervision from school and interpersonal

relations with the colleagues. Teachers in government schools reported the

highest level of satisfaction with pay and promotion.

Wong (1995) showed that both recognition and achievement were the

main factors contributing to both job satisfaction and job dissatisfaction of the

guidance leaders in schools. However, achievement had a stronger weighting in

bringing about job satisfaction while lack of recognition occupied a stronger

weighting in bringing about job dissatisfaction. The researcher also mentioned

that it was very likely that the lack of both achievement and recognition would

ruin the anticipation of future success and the conception of worthiness of the

work. This would lead to job dissatisfaction. Besides, many felt unhappy and

less confident to collaborate with other colleagues and functional teams, and they

disliked the increased paperwork which deprived them of the valuable time. The

study also showed that pay and salary shouldered the least relation with job

satisfaction.

36



Ip (1995) showed that the seventeen work motivation factors under study

had a certain degree of importance and therefore they had certain effects on the

work motivation of academic masters or mistresses in secondary schools of Hong

Kong. Interpersonal relations with subordinates was the most important factor

that motivated academic masters or mistresses to work. The next four important

factors were achievement, work itself, work autonomy and school policy and

administration. The least important work motivation factors were salary, job

security, advancement and personal life.

Poon (1996) conducted a research on job satisfaction of graduate teachers

of three major subjects in aided secondary schools. The most two important

factors that bothered teachers were ‘students’ attitudes in learning and responses to

teachers’ and ‘heavy workload especially in marking’, followed by factors like

‘tight teaching schedule’ and ‘teaching methods which lack innovation’. As for

the overall job satisfaction, the three items which teachers satisfied most were ‘the

importance of the subjects they teach’, ‘the subjects they taught are useful to

society’ and ‘they are professional’. The three items which lower the score of

job satisfaction most were ‘endless work’, ‘too much to do’ and ‘tiresome’.

37



Lung (1997), in ranking the importance of motivation factors for Physical

Education (PE) teachers, showed that recognition dominated the first position;

achievement came the second while advancement was listed in the third position.

Where work itself, responsibility, interpersonal relationship, working condition,

and school policy were listed from the fourth position to the eighth position. It

was interesting to find that supervision was listed as the least important motivation

factor; and personal life was listed in the second last position of importance.

Ho (2000) showed that income (stable pay in time of gloomy economic

situation), collegial support (from peer group and friendship) and good

relationship with students were factors that contributed to job satisfaction of most

return-migrant teachers; while the work itself (heavy workload, long working

hours and stress in work), students’ attitude towards learning (low motivation and

poor attitude in learning), low promotion opportunities and administrative

behaviour of principals (bureaucratic type of supervision) were factors that lead to

their job dissatisfaction.

38



2.4.2 Identification of Significant Factors from the Local Studies

There are four steps involved in the identification of significant factors

affecting work motivation from the local studies. These steps are described as

follow.

Step 1: Grouping of factors from the findings of local studies

Divide the findings that are related to factors affecting work motivation

or job satisfaction into three groups, namely

(a) Important factors favourable to work motivation or job satisfaction

(Table 2.1)

(b) Important factors not favourable to work motivation or job satisfaction

(Table 2.2)

(c) Factors not important to work motivation or job satisfaction

(Table 2.3)

Step 2: Categorization of each factor with specific terms

Each factor will be categorized by the specific terms or wordings used by

the various motivation theories in the literature review mentioned before.

39



(a) Categorization of important factors favourable to work motivation or

job satisfaction (Table 2.4)

(b) Categorization of important factors not favourable to work motivation

or job satisfaction (Table 2.5)

(c) Categorization of factors not important to work motivation or job

satisfaction (Table 2.6)

Step 3: Frequency of happens of each factor (after categorization) in the three

groups.

(a) Frequency of happens for the important factors favourable to work

motivation or job satisfaction (Table 2.7)

(b) Frequency of happens for the Important factors not favourable to work

motivation or job satisfaction (Table 2.8)

(c) Frequency of happens for the factors not important to work motivation

or job satisfaction (Table 2.9)

(d) Summary of factors related to work motivation or job satisfaction: in

terms of frequency of happens (Table 2.10)

40



Step 4: Identification of significant factors to be used in the present study

(Table 2.11)

In each group, those factors that happen more than one time will be identified

as significant factors that will be used in the present study. The result shows

that there are nine factors which suit this criterion. Out of these factors, the

researcher intends to add one more factor, the styles of decision-making, for

the study. This is because with the introduction of School Management

Initiative (SMI) in the early 1990s and the stress of School Based Management

(SBM) in the recent years, the Education and Manpower Bureau (previously

known as Education Department) of Hong Kong encourages school principals

to decentralize their authority of decision-making in school. It is hoped that

teachers can participate more in the decision making process so as to enhance

their ownership in school. Such ownership is considered to be significant to

school efficiency and effectiveness. Therefore, the researcher has great

interest to know if the styles of decision-making in school will affect the work

motivation of the school middle managers. To sum up, the ten identified

factors used for the present study are: work itself, interpersonal relations,

advancement, achievement, good policy and administration, supervision,

income, personal life, recognition and styles of decision- making.

41



Table 2. 1 Important factors favourable to work motivation or

job satisfaction

Favourable factors:

1. Interpersonal relations with

students (Wong, 1980)

18. Interpersonal relations (Wu, 1993)

19. Pay (Wu, 1993)

2. Skill variety (Ip, 1982) 20. Promotion (Wu, 1993)

3. Autonomy(Ip, 1982) 21. Recognition (Wong, 1995)

4. Personal growth (Ip, 1982) 22. Achievement (Wong, 1995)

5. Interest in Work (Tse, 1982) 23. Interpersonal relations with

subordinates (Ip, 1995)6. Decision making (Hui, 1984)

7. Harmonious interpersonal relations

with their principals and colleagues

(Tsang, 1985)

24. Achievement (Ip, 1995)

25. Work itself (Ip, 1995)

26. Work autonomy (Ip, 1995)

8. Long-range career goal (Kwok,

1987)

27. School policy and administration

(Ip, 1995)

9. Interpersonal relationship with

principal and teachers (Kwok,

1987)

28. Importance of the subjects they

teach (Poon, 1996)

29. Subjects they taught are useful to

society (Poon, 1996)10. Achievement (Law, 1987)

11. Work (Law, 1987) 30. They are professional (Poon, 1996)12. Personal growth (Law, 1987) 31. Recognition (Lung, 1997)

13. Possibility of advance (Lau, 1992) 32. Achievement (Lung, 1997)

14. Good management policy and

administration (Lau, 1992)

33. Advancement (Lung, 1997)

34. Work itself (Lung, 1997)

15. High social status of teachers (Lau,

1992)

35. Income (Ho, 2000)

36. Collegial support (Ho, 2000)

16. Good relationship with students

(Lau, 1992)

37. Good relationship with students

(Ho, 2000)

17. Supervision (Wu, 1993)

42



Table 2. 2 Important factors not favourable to work motivation or job

satisfaction

Unfavourable Factors:

1. Work itself (Wong, 1980) 9. Increased paper work (Wong,

1995)2. Supervision (Ip, 1982)

3. Relations with co-workers (Ip,

1982)

10. Endless work (Poon, 1996)

11. Too much to do (Poon, 1996)

4. Decision making (Hui, 1984) 12. Tiresome (Poon, 1996)

5. Promotion opportunities (Wu,

1993)

13. Work itself (Ho, 2000)

14. Low promotion opportunities (Ho,

2000)6. Lack of Recognition (Wong, 1995)

7. Lack of Achievement (Wong,

1995)

15. Bureaucratic type of supervision

(Ho, 2000)

8. Collaborate with other colleagues

and functional teams (Wong, 1995)

Table 2. 3 Factors not important to work motivation or job satisfaction

Unimportant Factors:

1. Salary (Tsang, 1985) 8. Frequent meetings for

communication (Lau, 1992)2. Social Status (Tsang, 1985)

3. Salary (Law, 1987) 9. Pay and salary (Wong, 1995)

4. Promotion (Law, 1987) 10. Salary (Ip, 1995)

5. High academic ability of students

(Lau, 1992)

11. Job security (Ip, 1995)

12. Advancement (Ip, 1995)

6. Personal life of teachers (Lau,

1992)

13. Personal life (Ip, 1995)

14. Supervision (Lung, 1997)

7. Working under supervision (Lau,

1992)

43



Table 2.4 Categorization of important factors favourable to work

motivation or job satisfaction

Categorization of favourable factors:

1. Interpersonal relations ---

Interpersonal relations with


15. Recognition --- High social status

of teachers (Lau, 1992)

16. Interpersonal relations --- Good

relationship with students (Lau,

1992)

2. Professional training --- Skill

variety (Ip, 1982)

3. Work autonomy --- Autonomy (Ip,

1982)

17. Supervision --- Supervision (Wu,

1993)

4. Advancement --- Personal growth

(Ip, 1982)


Interpersonal relations (Wu,

1993)5. Work itself --- Interest in Work

(Tse, 1982) 19. Income --- Pay (Wu, 1993)

6. Decision making --- Decision

making (Hui, 1984)

20. Advancement --- Promotion (Wu,

1993)


Harmonious interpersonal relations


(Tsang, 1985)

21. Recognition --- Recognition

(Wong, 1995)

22. Achievement --- Achievement

(Wong, 1995)8. Advancement --- Long-range career

goal (Kwok, 1987)



subordinates (Ip, 1995)9. Interpersonal relations ---

Interpersonal relationship with


1987)


(Ip, 1995)

25. Work itself --- Work itself (Ip,

1995)10. Achievement --- Achievement

(Law, 1987) 26. Work itself --- Work autonomy (Ip,

1995)11. Work itself --- Work (Law, 1987)


(Law, 1987)

27. Good policy and administration ---

School policy and administration

(Ip, 1995)13. Advancement --- Possibility of

advance (Lau, 1992) 28. Work itself --- Importance of the

subjects they teach (Poon, 1996)14. Good policy and administration ---

Good management policy and


29. Work itself --- Subjects they taught

are useful to society (Poon, 1996)

44



30. Recognition --- They are

professional (Poon, 1996)

34. Work itself --- Work itself (Lung,

1997)

31. Recognition --- Recognition (Lung,

1997)

35. Income --- Income (Ho, 2000)

36. Interpersonal relations ---Collegial

support (Ho, 2000)32. Achievement --- Achievement

(Lung, 1997) 37. Interpersonal relations --- Good

relationship with students (Ho,

2000)

33. Advancement --- Advancement

(Lung, 1997)

Table 2.5 Categorization of important factors not favourable to work


Categorization of unfavourable factors:

1. Work itself --- Work itself (Wong,

1980)

9. School administration and

management --- Increased paper

work (Wong, 1995)2. Supervision --- Supervision (Ip,

1982) 10. Work itself --- Endless work (Poon,

1996)3. Interpersonal relations --- Relations

with co-workers (Ip, 1982) 11. Work itself --- Too much to do(Poon, 1996)4. Decision making --- Decision

making (Hui, 1984) 12. Work itself --- Tiresome (Poon,

1996)5. Advancement --- Promotion

opportunities (Wu, 1993) 13. Work itself --- Work itself (Ho,

2000)6. Recognition --- Lack of Recognition

(Wong, 1995) 14. Advancement --- Low promotion

opportunities (Ho, 2000)7. Achievement --- Lack of

Achievement (Wong, 1995) 15. Supervision --- Bureaucratic type of

supervision (Ho, 2000)8. Interpersonal relations ---

Collaborate with other colleagues


45



Table 2.6 Categorization of factors not important to work motivation or

job satisfaction

Categorization of unimportant factors:

1. Income --- Salary (Tsang, 1985) 8. School administration and

management --- Frequent meetings

for communication (Lau, 1992)

2. Recognition --- Social Status

(Tsang, 1985)

3. Income --- Salary (Law, 1987) 9. Income --- Pay and salary (Wong,

1995)4. Advancement --- Promotion (Law,

1987) 10. Income --- Salary (Ip, 1995)

5. Students’ capability --- High

academic ability of students (Lau,

1992)

11. Job security --- Job security (Ip,

1995)

12. Advancement --- Advancement (Ip,

1995)6. Personal life --- Personal life of

teachers (Lau, 1992) 13. Personal life --- Personal life (Ip,

1995)7. Supervision --- Working under

supervision (Lau, 1992) 14. Supervision --- Supervision (Lung,

1997)

46



Table 2.7 Frequency of happens for the important factors favourable to

work motivation or job satisfaction

Factors after Categorization (in alphabetical order):


(Law, 1987)


Harmonious interpersonal relations


(Tsang, 1985)


(Wong, 1995)


(Ip, 1995)


Interpersonal relationship with


1987)


(Lung, 1997)


(Ip, 1982)

19. Interpersonal relations --- Good

relationship with students (Lau,

1992)6. Advancement --- Long-range career

goal (Kwok, 1987) 20. Interpersonal relations ---

Interpersonal relations (Wu,

1993)


(Law, 1987)

8. Advancement --- Possibility of

advance (Lau, 1992)



subordinates (Ip, 1995)9. Advancement --- Promotion (Wu,1993) 22. Interpersonal relations ---Collegial

support (Ho, 2000)10. Advancement --- Advancement

(Lung, 1997) 23. Interpersonal relations --- Good

relationship with students (Ho,

2000)

11. Decision making --- Decision

making (Hui, 1984)

12. Good policy and administration ---

School policy and administration

(Ip, 1995)

24. Professional training --- Skill

variety (Ip, 1982)

25. Recognition --- High social status

of teachers (Lau, 1992)13. Good policy and administration ---

Good management policy and


26. Recognition --- They are

professional (Poon, 1996)

14. Income --- Pay (Wu, 1993) 27. Recognition --- Recognition

(Wong, 1995)15. Income --- Income (Ho, 2000)




28. Recognition --- Recognition (Lung,

1997)

47



29. Supervision --- Supervision (Wu,

1993)

33. Work itself --- Work itself (Ip,

1995)

30. Work autonomy --- Autonomy (Ip,

1982)

34. Work itself --- Work autonomy (Ip,

1995)

31. Work itself --- Interest in Work (Tse,

1982)

35. Work itself --- Importance of the

subjects they teach (Poon, 1996)

32. Work itself --- Work (Law, 1987) 36. Work itself --- Subjects they taught

are useful to society (Poon, 1996)

37. Work itself --- Work itself (Lung,

1997)

Frequency of happens:

1. Interpersonal relations (8 times) 7. Good policy and administration

2. Work itself (8 times) (2 times)

3. Advancement (6 times) 8. Supervision (1 time)

4. Achievement (4 times) 9. Decision making (1 time)

5. Recognition (4 times) 10. Professional training (1 time)

6. Income (2 times)

48



Table 2.8 Frequency of happens for the important factors not

favourable to work motivation or job satisfaction


1. Achievement --- Lack of

Achievement (Wong, 1995)


management --- Increased paper

work (Wong, 1995)2. Advancement --- Promotion

opportunities (Wu, 1993) 9. Supervision --- Supervision (Ip,

1982)3. Advancement --- Low promotion

opportunities (Ho, 2000) 10. Supervision --- Bureaucratic type

of supervision (Ho, 2000)4. Decision making --- Decision

making (Hui, 1984) 11. Work itself --- Work itself (Wong,

1980)5. Interpersonal relations ---

Relations with co-workers (Ip,

1982)

12. Work itself --- Endless work (Poon,

1996)


Collaborate with other colleagues


13. Work itself --- Too much to do

(Poon, 1996)

14. Work itself --- Tiresome (Poon,

1996)7. Recognition --- Lack of

Recognition (Wong, 1995) 15. Work itself --- Work itself (Ho,2000)


1. Work itself (5 times) 5. Recognition (1 time)

2. Advancement (2 times) 6. School administration and

management (1 time)3. Interpersonal relations (2 times)

4. Supervision (2 times) 7. Achievement (1 time)

8. Decision making (1 time)

49



Table 2.9 Frequency of happens for factors not important to work



1. Advancement --- Promotion (Law,

1987)

10. Recognition --- Social Status

(Tsang, 1985)

2. Advancement --- Advancement (Ip,

1995)


management --- Frequent meetings

for communication (Lau, 1992)3. Income --- Salary (Tsang, 1985)

4. Income --- Salary (Law, 1987) 12. Students’ capability --- High

academic ability of students (Lau,

1992)

5. Income --- Pay and salary (Wong,

1995)

6. Income --- Salary (Ip, 1995) 13. Supervision --- Working under

supervision (Lau, 1992)7. Job security --- Job security (Ip,

1995) 14. Supervision --- Supervision (Lung,

1997)8. Personal life --- Personal life of

teachers (Lau, 1992)

9. Personal life --- Personal life (Ip,

1995)


1. Income (4 times) 5. School administration and

management (1 time)2. Advancement (2 times)

3. Personal life (2 times) 6. Recognition (1 time)

4. Supervision (2 times) 7. Students’ capability (1 time)

8. Job security (1 time)

50



Table 2.10 Summary of factors related to work motivation or job

satisfaction: in terms of frequency of happens

Important factors

favourable to work

motivation or job

satisfaction

Important factors not

favourable to work

motivation or job

satisfaction

Factors not important to

work motivation or job

satisfaction

1. Interpersonal

relations (8 times)

1. Work itself (5 times) 1. Income (4 times)

2. Advancement 2. Advancement

2. Work itself (8 times) (2 times) (2 times)

3. Advancement 3. Interpersonal

relations

3. Personal life (2 times)

(6 times) 4. Supervision (2 times)

4. Achievement (2 times) 5. Job security (1 time)

(4 times) 4. Supervision (2 times) 6. School administration

and management5. Recognition (4 times) 5. Recognition (1 time)

6. Income (2 times) 6. School administration

and management

(1 time)

7. Good policy and

administration (2

times)

7. Recognition (1 time)

(1 time) 8. Students’ capability

7. Achievement (1 time) (1 time)

8. Supervision (1 time) 8. Decision making9. Decision making (1 time)

(1 time)

10. Professional training

(1 time)

51



Table 2.11 Identification of significant factors to be used in

the present study

Important factors

favourable to work

motivation or job

satisfaction

Important factors not

favourable to work

motivation or job

satisfaction

Factors not important to

work motivation or job

satisfaction

1. Interpersonal

relations (8 times)

1. Work itself (5 times) 1. Income (4 times)

2. Advancement 2. Advancement

2. Work itself (8 times) (2 times) (2 times)

3. Advancement 3. Interpersonal

relations (2 times)

3. Personal life (2 times)

(6 times) 4. Supervision (2 times)

4. Achievement 4. Supervision (2 times)

(4 times)

5. Recognition (4 times)

6. Income (2 times)

7. Good policy and

administration)

(2 times)

* The researcher intends to add one more factor ‘styles of decision making’ and to

examine its importance as a factor affecting the work motivation of middle

managers in the case school.

52



2.4.3 The Ten Identified Factors in Description

Interpersonal relations

Interpersonal relations refer to the positive and negative interactions with

others (Herzberg, 1966). The affiliation needs mentioned by Maslow (1943)

reflects the importance of interpersonal relations of human being. Teachers who

find they are accepted and supported by others in schools, for examples, principal,

superiors, subordinates, peers, other teachers or even students tend to work more

vigorously and have a better feeing of happiness than those who have not.

Goodlad (1984) points out that interaction and communication among employees

is important because they provide them necessary information to perform their

duties. The effectiveness of such interaction and communication may depend

very much on the interpersonal relations among the employees.

Work itself

Work itself is the actual doing of the job or the tasks of the job as a source

of good or bad feelings about it. The work can be routine or varied, creative or

stultifying, overly easy or overly difficult (Herzberg, 1966). The work itself is

53



often considered to be an intrinsic features of the work such as variety, difficult

amount of work, responsibility, autonomy, control over work methods, complexity

and creativity, all these can influence teacher’s level of job satisfaction (Locke,

1976). Hackman and Oldham (1980) identify five facets of job that affect job

satisfaction: skill variety, task identity, task significance, autonomy, and feedback

from the job itself. They find that employees tend to prefer jobs that give them

opportunities to use their skills and abilities and offer a variety of tasks, freedom

and feedback. Besides, mentally challenging job is usually more satisfying. (Ho,

2000). In addition, Rhodes (1983) finds that employees of all ages attached great

importance to having fulfilling, meaningful and enriching work. Mottaz (1987)

also discovers that meaningful and interesting tasks have a strong positive effect

on overall work satisfaction of employees.

Advancement

Advancement is an actual change in one’s status or position in the

organization (Herzberg, 1966). Promotion is one important form of advancement.

Usually promotion is directly related to salary. It also provides opportunities for

personal growth, increased responsibilities and increased social status.

Promotion in school can be of promotion in job position (from members to head)

54



or promotion in career ranking (from Senior Graduated Master to Principal

Graduated Master). The promotion in the former does not imply the latter in the

educational system of Hong Kong. If promotion is based on fairness,

performance, and in line with employee’s expectation, job satisfaction can be

enhanced. In Hong Kong, career advancement is dependent on seven factors (Ho,

2000). The are aspirations for personal growth; availability of a vacancy in the

senior rank; personal experience and professional qualifications; trust from or

connection with supervisor; principal and / or directors of School Management

Board; perceptions on present status; sex; and socioeconomic background. Ho

believed that aspiration is the most necessary condition, whereas connection with

people in power is a sufficient condition.

Achievement

Achievement means successful completion of a job, solutions to

problems, vindication and seeing the results of one’s work (Herzberg, 1966).

Achievement is the direct perception of an individual (Miskel, 1982). A sense of

accomplishment makes people feel that they were competent at work; their efforts

are meaningful and rewarding. Rosenholtz (1989) mentioned that there was a

strong relationship between achievement and teachers’ work commitment.

55



Recognition

Recognition refers to some acts of notice, praise or blame from others.

(Herzberg, 1966). Holdaway (1978) and Mills (1987) use four items to measure

recognition in their research. They are ‘work competence is praised by my

colleague, ‘good work is praised by principal, ‘good idea is accepted’ and ‘good

work is notice’. The recognition on these four aspects helps create job

satisfaction and motivation for employees.

School Policy and Administration

Generally speaking, school administration and management consists of

four key processes: planning, leading, organizing and controlling (Sergiovanni,

1995). Planning means setting goals and objectives and developing strategies for

implementation. Organizing means bringing together all the human and

non-human resources for the accomplishment of goals and objectives. Leading

means guiding and supervising subordinates towards the achievement of goals and

objectives. Controlling involves the process of reviewing and regulating

performance and providing feedback for goal attainment. It is the adequacy or

inadequacy of school organization and management, harmfulness or the beneficial

56



effects of the school’s policies that are significant to people’s work motivation

(Herzberg, 1966).

Supervision

Supervision consists of competence or incompetence of supervisors,

fairness or unfairness of supervisors, willingness or unwillingness of supervisors

to delegate responsibility (Herzberg, 1966). Supervision can be positive with

sufficient support and appropriate appreciation, and it can be negative when filled

with criticism. Sergiovanni (1998) states that there are five sources of authority

for supervision. They are bureaucratic (directly supervise and closely monitor

the work of teachers to ensure compliance), personal (develop congeniality among

teachers and between teachers and supervisors), technical rationality (standard

work, monitor process, figure out ways to motivate teachers), professional (make

professional values and accepted tenets of practice explicit) and moral or cultural

(build up a unique culture, make explicit the values and belief, promote

collegiality and interdependence). The first three emphasize ‘what gets rewarded

gets done, whereas the last two stress ‘what is rewarding gets done’.

57



Income

Income refers to the monetary or other forms of tangible returns one

receives from his or her work. The amount of money one earns from his or her

job not only can satisfy one’s physiological needs but also serves as an indicator

of one’s status or importance. Many researchers (McClelland, 1961; Locke 1976)

find that salary symbolizes achievement and recognition. Satisfaction from

salary is always derived through comparison – in terms of skill, seniority and

educational qualifications with their co-workers or peers (Ho, 2000).

Personal life

Personal life includes those factors and matters that influence the ways of

living of the individual outside the school (Herzberg, 1966). In this sense, it

refers to relationships at home and at other places other than the workplace.

However, personal life may also be interpreted as situations involving some

aspects of the job which affected one's personal life in such a way that the effect is

a factor in the respondent's feeling about his job. In this sense, there is a

relationship between personal life and job.

58



CHAPTER 3:

METHODOLOGY

This chapter focuses on the research methodology. It concerns about the

selection of research method, the rationale for the use of case study, the method of

data collection and the method of data analysis. The limitations of this study will

be discussed at the end of this chapter.

3.1 The Selection of Research Method

In this research, a qualitative research method will be adopted.

Bell (1999) claims that researchers using qualitative approach are eager to

understand individuals’ perceptions of the reality of the world. They prefer

seeking insights to getting statistical analysis. They have doubts on social facts

and they question if issues related to human beings can be dealt with by using the

scientific approach. To recall the purposes of this research, they are to explore

the perceptions of school middle managers on the identified factors affecting work

motivation and to study whether these factors are also applicable to them.

Besides, this research also aims to examine the work motivation of middle

managers in the case school, from the perspectives of the middle managers

60



themselves. Therefore, this research may request the school middle managers,

who are then considered as informants, to provide opinions on the identified

factors; and on other possible factors which may affect their work motivation.

Hence, it is their perceptions that are valuable to the study. To enhance a better

understanding on their views, it is better to communicate with the informants by

words rather than by statistic numbers. Besides, it is better for the collected data

to be analyzed inductively so as to draw some significant insights for further

investigation. In this sense, a qualitative research method, which stresses the

importance of detail description and understanding of human behaviour; and

holistic understanding on an issue in order to know more about the reality, appears

to be more appropriate for this research.

3.2 The Use of a Case Study

The kind of qualitative research method used in this research is case study.

A case study is “a study characterized by an investigation of a single individual,

group, event, institution, or culture” (Wiersma, 1995:463). This research is

confined to a local secondary school in Hong Kong, that is, the school where the

61



researcher is now working. The informants under study are confined to two

groups of middle managers in the case school; the first group consists of four

subject heads from Humanities subjects while the second group consists of

functional committee coordinators from the student-affairs sector. The choice of

case and informants are based on the consideration that the researcher is familiar

with the school situations and has been puzzled by the issue of different

motivations in the school middle managers. The researcher will make use of the

opportunity to investigate and understand more on the factors which affect their

work motivation in school.

3.3 Method of Data Collection

3.3.1 Interview

There are a lot of methods and techniques that can be used in qualitative

approach of research. This may include observation, interview, study of

document etc. In the present study, the researcher intends to use interview as the

main method of data collection. This is because, as mentioned before, this study

62



relies mainly on the perceptions and personal views of the school middle

managers on work motivation, such data can best be obtained by direct in-depth

interviews with school middle managers themselves. They should be treated as

informants and let them unfold naturally all the relevant data in their minds

through interview. In this way, the researcher can collect data directly from

native perspectives and can be in a better position to understand what they actually

think for the issue.

Formal structured interview will be avoided as far as possible since the

formal settings and highly structured formats may create uneasy or artificial

feelings for the informants. Instead, the researcher will rely more on

semi-structured interview. Semi-structured interview is done with an interview

guide (Bernard, 1988). Informants are free to share the ideas and opinions on

topics or issues they concern most, as long as they will not go beyond the

designed scope set by the interview guide. With limited time and resources, this

semi-structured interview is especially appropriate to the researcher.

63



It is planned that each interview will last for less than one hour, for the

consideration that middle managers in school are usually very busy. The

questions for interview will be given at least one week before the interview so that

informants may have time to think over the issues if they wish. During the

interview, instead of asking a series of responding questions for their initial

answers, the researcher intends to follow by asking them ‘why’ so as to dig deeper

and clarify what actually are in their minds. Apart from this, the researcher will

take field notes by pen throughout the whole interview. The researcher will

tape-record the content of the interview if it is with the consent of the informants.

Although it is argued that tape-recording may arouse threat and uneasy feelings to

informants (Fetterman, 1989) and may reduce the validity of the research, the

researcher promises the informants that the data will only be used for dissertation

purpose. After the interview, the researcher will give the transcripts to the

informants to see if there are any mistakes or misinterpretations of their views.

64



3.3.2 Instrument

Instead of using the instruments designed by famous writers in western

countries such as Miskel and Heller (1973), Hackman and Oldham (1975),

Vlentine (1978) etc. by which most of them are suitable only to quantitative

studies, the researcher intends to design interview questions which will be more

suitable to the present qualitative study. These questions are contained in the

interview guide (Appendix 1). Apart from this, the researcher will also make use

of a simple questionnaire (Appendix 2) by which informants are requested to rank

the importance of the identified factors affecting their work motivation, which

have been discussed throughout the interview, with the conventions of ‘very

important’, ‘important’, ‘fairly important’ and ‘not very important’. The

intention of doing this is to enable the researcher to think more deeply in the later

analysis if differences, if any, are found between what the informants express

during the interview and what they show on the questionnaire survey about the

importance of the various factors affecting their work motivation.

65



3.3.3 The Informants

Generally speaking, there are two types of middle managers in the case

school, namely the subject heads and functional committee coordinators. The

former is divided in accordance with different subject domains such as sciences

subjects, humanities subjects, cultural subjects etc. while the latter is divided in

accordance with different functional sectors such as administrative sector,

student-affairs sector, general affairs sector etc. The researcher intends to focus

on the subject heads of humanities subjects and functional committee coordinators

of the student-affairs sector because of two main considerations. Firstly, the

curriculum reform in the case school over the recent years has been focusing on

the integration of humanities subjects in junior forms such as the combination of

Chinese History and History; and Geography and Economics and Public Affairs

(EPA). The subject heads have been working very hard and vigorously for this

direction. Secondly, the coming of the current principal in the early 1990s marked

the start of all round education for students in the case school. As a result, the

coordinators from students-affairs sector have been contributing quite a lot over

the years. Based on these two considerations, it is believed that their active work

and contributions in school can offer plenty of significant sharing to the research.

66



Since the school middle managers of these two groups have been working with the

researcher for many years, trustful relations have been developed. Therefore, it

enables the researcher to get all their consents to be the informants for the

research.

There are totally eight school middle managers under study. They are

the subject heads of History, Chinese History, Geography and EPA; and the

coordinators of Guidance Committee, Extra-curricular Activities Committee,

Careers Committee and Discipline Committee. All of them have been

promoted to senior posts in school, with seven of them belong to the status of

Senior Graduated Master (SGM) and one belongs to the status of Principal

Graduated Master (PGM). Except for the coordinator of Careers Committee, all

of them have been working in the case school for more than ten years and having

the experience of middle management in school for at least eight years.

67



3.3.4 Convention Used to Report the Results

The researcher intends to conduct eight interviews with the eight school

managers individually. The full texts of the interview transcripts will be

contained in appendices, from Appendix 3 (Transcript 1) to Appendix 10

(Transcript 8). Transcripts 1 to 4 are related to the subject heads of Economics

and Public Affairs, Chinese History, History and Geography respectively while

transcripts 5 to 8 are related to the functional committee coordinators of the

Guidance Committee, Extra-curricular Activities Committee, Discipline

Committee and Careers Committee respectively.

The data in the transcripts will be interpreted deeply and the results will be

reported in the form of number-code quotations extracted from the various

interview transcripts. Take for examples, the number-codes 1.1; 2.2; 3.2; 4.3 etc.

after certain quotations mean that they are the ideas shared by the subject heads

while the number–codes 5.2; 6.3; 7.1; 8.5 etc. mean that they are the ideas shared

by the functional committee coordinators in the case school.

68



3.4 Method of Data Analysis

In this research, the identified factors affecting work motivation will be

used as a working frame and this will be examined by using the real situation in

the case school. In other words, the researcher does not set a very rigid

framework during the process of data collection. The data will be collected in

different ways and they are necessarily be closely related to each other. The

researcher will try to make sense of the data by reading them many times deeply.

Throughout this process, the researcher will keep his mind open, to analyze

continuously throughout the entire research process by using the most of human

mind and intuition. In other words, a qualitative approach of data analysis will

be used. It is believed that human brain is the most powerful instrument for data

processing and the role of thinking and intuition cannot be underestimated in the

process of analysis (Marshall and Rossman, 1995). In this sense, the researcher

will act as “the principal and most reliable instrument of observation, selection,

co-ordination, and interpretation” (Sandy, 1983:20) during the whole process of

the research work.

69



Generally speaking, the researcher has the following steps in mind for

data analysis. Firstly, the researcher will make systematic recording and

continuous analysis of the collected data. This can be done by associating

roughly all the similar data together into different groups. Since the data

collected varies in different senses, the researcher will keep his mind open, to use

his intuition to conduct the classification. Secondly, based on the above

classification, the researcher will identify and continuously generate all possible

categories which are related to the working motivation of school middle managers.

With all these categories in hand, the researcher will try to formulate some

relevant and meaningful concepts. Based on these concepts, the researcher

attempt to explain the situation of the case school as revealed by the data and to

compare these findings with the earlier local studies.

3.5 Limitations of the Study

Because of the limited time and resources of the sole researcher, this

research has some limitations which are worth noting.

Firstly, by identifying the factors affecting work motivation from the

70



local studies, the researcher has made two underlined assumptions. Firstly, it is

assumed that all the extracted factors were used with the same meaning or

definition in the different studies. Secondly, it is assumed that the more frequent

a factor was used, the more it would be appropriate for future situation. However,

they are indeed two propositions one could not ascertain easily.

Secondly, since the research only focuses on the ten identified factors that

motivate the eight school middle managers in the case school, the results of the

research can only reflect this limited situation. In other words, the scope of this

research is not very wide.

Thirdly, it is the researcher who assumes that the informants will frankly

and honestly share their ideas and opinions in the interviews. However, as the

researcher himself is the vice-principal of the case school and some of the

questions are indeed sensitive to the informants such as the decision-making styles

of the principal, the school policy and administration etc., the validity of the

research findings will be limited by informants’ frankness and honesty in sharing

their personal opinions and ideas.

71



Fourthly, as the ten identified factors may involve some important terms

such as advancement, work itself, personal life, styles of decision-making etc.

which allow the informants to perceive and interpret in their own ways. Such

perception and interpretation may vary with informants’ knowledge and

experience, although the researcher did provide some clear definition of the terms

used when he saw such a necessarily. As a result, the significance of the research

findings depend very much on if the informants have affluent knowledge and

experience to share appropriately in the interviews.

Fifthly, the use of the ten identified factors reflects that the frame of this

research is concentrated on the content theories of motivation only. In other

words, it focuses on the study of ‘what’ motivate school middle managers to work

in school. Therefore, it does not cover the study of ‘how’ school middle

managers are motivated to work. The process theories of motivation are not

covered in this research.

72



CHAPTER 4:

RESULTS AND INTERPRETATIONS

The results and interpretations will be conducted in accordance with the

research questions of the study. Most of the findings will be supported by

qualitative data which are collected as a result of the semi-structured interviews.

The full texts of the interview transcripts are contained in appendices, from

Appendix 3 (Transcript 1) to Appendix 10 (Transcript 8). The data in the

transcripts has been interpreted deeply and the results will be reported in the form

of number-code quotations extracted from the various interview transcripts.

Quantitative data will also be used as supports to the findings wherever they

appear to be appropriate.

4.1 Perceptions of School Middle Managers on Factors Affecting Work

Motivation

4.1.1 Perceptions on Work Itself

In this part, the researcher has asked the informants the kinds of job or

73



task that they could work vigorously and persistently. It is interesting to note that

the middle managers under study did not demonstrate similar pattern in this factor.

They shared different views on the kinds of job or task that could enhance their

work motivation. Some middle managers showed that their work motivations

were affected by the clarity of the work itself. Take for instances:

Sometimes even if I am not interested in the work or even I dislike the

work, but with clear instructions and clear understanding on theaftermath of fulfilling or not fulfilling the work, I will also work very

vigorously for it. (2.1)

If the work has clear objective, target and direction; and the work is

feasible in implementation, this kind of work can enhance my work

motivation. (8.1)

It is also noted that some middle managers believed that work which was

developmental in nature could enhance their work motivation. Take for

instances:

There are two types of work in school. The first type of work is related to

those we need to do in accordance with the established school system.

The second type of work is related to the educational reform in which we

need to explore and develop the new working system ourselves.

Personally, I like the second one more because I like to do the work which

is developmental in nature. (3.1)

I can work vigorously and persistently in … developmental work which

means that the work is new and innovative to school. (5.1)

If the work allows me to have more autonomy, more elaboration and more

74



variety, I can work vigorously. On the contrary, if the work is repetitive

with formalities and paperwork, my work motivation will be worse off.

(6.1)

Some middle managers who were committee coordinators showed that

those jobs and tasks which required group work could make them work with

higher motivation. Take for instances:

I stress collaboration in work; that is to say, committee members are

encouraged to help each other … If the work in which all committee

members are able to reach similar ideas, participate in sharing opinions;

support each other during the working process; and there are some

achievements resulted after the work; all these can push me to work more

vigorously. (7.1)

Work in which I can lead my members’ involvement and participation. (5.2)

When they were asked about the real situation in the case school, some

middle managers claimed that their work motivation was determined by the

different work natures of the school. One committee coordinator showed that the

routine work they did has lowered his work motivation while work with high

autonomy has increased his work motivation. Another subject head also said that

work with clear instructions has enhanced his work motivation while work with

ambiguities has hampered it. They all claimed that they have experienced all these

work natures in their committees or subject panels. Take for instances:

As an ECA coordinator, I can experience these two types of work nature in

75



school. On the one hand, I need to brief every year for the organization

of ECA clubs … On the other hand, I have a lot of autonomous in deciding

the annual ECA plan in school … (6.15)

… the school advocates the use of IT in teaching Chinese History.

However, it does not have clear requirements and instructions to the

subject panel. This arrangement will only result in my low work

motivation. Take for another example, the English Enhancement

project … is advocated with clear instructions and requirements on the

subject panel. In this case, I will work very vigorously for it, though the

fact that I think this practice is not that appropriate to Chinese History

lessons. (2.12)

4.1.2 Perceptions on interpersonal relations

In this part, the researcher has asked the informants for the kinds of

interpersonal relations that could make them work happily. It is interesting to

note that all middle managers considered this factor by focusing on their relations

with subordinates rather than superiors. They did not mention anything about the

interpersonal relations with their superiors, like the principal and vice-principals,

as factor affecting their work motivation. Moreover, it is found that subject

heads favored cooperative and harmonious interpersonal relations while

committee coordinators longed for interactive and communicative types of

interpersonal relations. Some subject heads said:

Easy-going, cooperative and collaborative relations with panel members

are desirable to my work motivation. Moreover, if panel members can

76



share the same vision, this is also favourable to my work motivation. (3.2)

A kind of ‘understanding’ relation among panel members is also

important … If panel members understand that the works are for the

benefits of students, they will find them worth doing. As a middle

manager, such harmonious and understanding relations help enhance my

work motivation in managing the subject panel. (4.1)

Interpersonal relations with human sympathy and human kindness are

important to work motivation; for example, the last book inspection of one

of my panel members was scheduled to a later period because he was busy

preparing for his marriage ceremony. As a middle manager in school, I

think this kind of interpersonal relations is important to my work

motivation. (2.2)

Some committee coordinators said in the following ways:

They (committee members) are willing to discuss sincerely on issues

related to work and they are willing to accept divergences or differences of

each other. This kind of interpersonal relations can make me work happily.On the contrary, if members only want to avoid conflict … even though it

may result in a harmonious relation, it is indeed not a good phenomenon.

(5.3)

Interpersonal relations that reflect mutual communication can also

stimulate me to work continuously. However, if committee members only

work for their owns and do not care for each other, the lack of mutual

communication and support will give rise to a feeling of loneliness which is

not that ideal to my work motivation. (6.2)

When they were asked about the real situation in the case school, three

middle managers came to realize that their interpersonal relations with the

principal and team members have positively affected their work motivation. One

subject head claimed that good interpersonal relations with panel members were

77



important to get their supports in the subject panel. Another subject head pointed

out that harmonious relation with panel members helped promote their effective

cooperation. One committee coordinator pointed out that good interpersonal

relations with principal made him feel comfortable in work; while good

interpersonal relations with committee members enabled him to get their supports.

In short, they believed that their work motivation has been enhanced. Take for

instances:

Cultivating good and positive relations with panel members … helps to get

the support from panel members for the implementation of some teaching

beliefs that are beneficial to subject development. In this sense, there is a

close relationship between interpersonal relations and subject development.

(3.17)

The presence of harmonious and understanding relations in the subject

panel enables us to cooperate happily in work which in return gives me a

satisfactory work motivation. (4.13)

The interpersonal relations I have with my superiors are good … my

superiors usually give me encouragement and allow plenty of rooms for me

to make my own decisions. I feel comfortable … being respect and no

feeling of being hurt help enhance my work motivation very much. In

fact, I use the same approach in cultivating the relations with my

committee members … My subordinates are very constructive, they

always give valuable advices to me and they support me very much.

(6.16)

However, two committee coordinators responded that the positive

interpersonal relations they had with their members might not necessarily follow

78



that their work motivation has been enhanced but it was still significant as such

relations would not negatively affect their work motivation. Take for instances:

The satisfactory and positive relations with my superiors and committee

members will not result in negative effects on my work motivation … May

be it is the absence of fatal or negative relations with my superiors and

committee members that makes me consider less about the relationship

between interpersonal relations and work motivation. (5.15)

The good relations established can reduce a lot of vexation that may

appear in work. This means that good interpersonal relations will bring

no negative effects to my work motivation … the good communication

among us is indeed positive to our work motivation as I can have chances

to explain to them in detail. In other words, good interpersonal relations

are the basic element for work motivation … (7.12)

4.1.3 Perceptions on advancement

In this part, the perception of middle managers on advancement and its

relation to work motivation has been asked. It is revealed that such relationship

was affected by factors like present status of middle managers in school, their ages,

the workload involved after advancement, income changed after promotion,

whether it is a promotion post or not etc. Take for instances:

The impacts may be more obvious when the situation is a Graduated

Master (GM) status to be promoted to Senior Graduated Master (SGM)

status. If the situation is a SGM status to be promoted to Principal

Graduated Master (PGM) status, one needs to consider the age. (1.1)

79



… the change of educational environment in Hong Kong means to school

managers that after their promotion, they need to do a lot of works that

are heavily loaded. In this sense, promotion may not necessarily enhance

work my motivation. (2.3)

It must not be the case if one says that advancement does not affect work

motivation, especially for the early stage of teaching life in which income

may be regarded as the main incentive to work. (3.3)

… whether promotion is a significant factor to work motivation depends

on if the subject itself is a promotion post. If it is a promotion post, it may

have positive effects on work motivation. (4.2)

When they are asked about the real situation in the case school, three out

of four committee coordinators and one subject head responded by using the

words “causes problems”, “pressure”, “upset my original work” and “may be a

burden” to describe their situations after their promotion. However, it is

interesting to note that such negative wordings did not totally represent that their

work motivations were lowered. Indeed, some showed that it in return enhanced

their work motivations. Take for instances:

After the promotion to PGM, it causes problems to my work motivation in

the Geography subject panel. This is because the works related to PGM

are different from that of in the subject panel. It means that I have lesser

time to share with students on matters and values related to Geography;

which indeed hampers my work motivation … (4.14)

Though the fact that I will not relate work to money or authority, others

may think in this way. Therefore, promotion may be a burden, instead of a

motivation, to my work. (7.13)

80



Since I have been promoted already, this factor may not affect my work

motivation very much. Rather, it is the pressure of the SGM status after

promotion that makes me demand more for my work. (5.16)

Advancement may sometimes upset my original work. For example, after

the promotion to ECA master, I have been occupied by a lot of

administrative work … As a result, I need to make appropriate adjustment

on my working timetable and the priority of my work … it is after the

advancement that motivates me to re-plan my work. (6.17)

4.1.4 Perceptions on personal life

In this part, the researcher has asked for the effects of personal life on the

work motivation of school middle managers. It is found that there were some

remarkable factors that needed to be considered before significant conclusion

could be drawn on such effects. Some middle managers claimed that time

factors, human emotion and importance of events were important determinants.

Take for instances,

Personal life and work motivation will affect each other. Objectively

speaking, it will affect the usage of the time between the two. Subjectively

speaking, it will affect the human emotion. (8.2)

… It is positively related, that is to say, good mood will enhance my

work motivation in school and vice verse. (1.2)

If the schoolwork is not that tight, I will concern more on family life. If

there are some important events in school, I will place the schoolwork first.

81



In other words, personal life and schoolwork can influence each other.

(3.4)

As far as important events are put into consideration, it is interesting to

note that they tended to be related to family issues, especially for their children.

Take for instances:

Yet, I have to admit that in case of very important or emergent family

events, my work motivation will be inevitably, to a certain extent, affected.

(4.3)

The experiences of my sons participating in ECA make me believe that

ECA is a necessity in school. Therefore, as an ECA coordinator in school,

I need to do a good job in this aspect. (6.3)

Yet, as my children have promoted to secondary school, the ways how they

behave may have projection on my work in school. (7.2)

When they were asked about the real situation in the case school, most of

them said that the personal issues which were related to their families have

affected their work motivation in school. Take for instance:

… Yet, as my children have promoted to secondary school, the ways how

they behave may have projection on my work in school. In this sense,

personal life may, to a certain extent, affect my work motivation … (7.14)

On the other hands, there were two middle managers who showed that

their work motivation have not been significantly affected by personal affairs.

Take for instances,

Basically, personal life has very slight effects on my work motivation in

82



school. Generally speaking, I manage to separate them because of

rationality, together with appropriate time management. (4.15)

Personal life can have some effects on schoolwork but it may not affect the

work motivation. A change in personal life such as having a baby to the

family requires me to make adjustment to my schoolwork. However, such

adjustment may not necessarily mean that my work motivation will be

affected. (5.17)

4.1.5 Perceptions on achievement

In this part, the researcher has asked the middle managers the kinds of

achievement from work that would make them feel particular pleasant. It is

interesting to note that all the interviewees had one thing in common. They all

related their sense of achievements to students’ learning outcomes, though the fact

that most subject heads valued more on students’ academic results while

committee coordinators valued more on the particular learning outcomes which

were related to what the committees aimed at. The subject heads said:

… The academic results of the students in my subject. If they have good

results, I will be very happy; but if their results are not satisfactory, I will

be very frustrated. In other words, the sense of achievement all comes

from students’ academic results. (2.4)

In fact, sense of achievement obtained from others’ recognition on my

work and on students’ academic performance on my subject is important

to my work motivation. (3.5)

On the other hand, the responses of committee coordinators were as

83



follow:

Achievement resulted from doing some developmental guidance work and

observing students’ positive growth. In other words, the achievements

which are related to the successful guidance work will always make me feel

happy. (5.4)

The achievement which is related to a group of Form 6 student who are

willing to take up their roles as student-leaders after the leadership

training program; and are eager to promote ECA in school. (6.5)

The ultimate outcome is the formation of a group of students who behave

well, understand and identify clearly their roles as students and show

concerns to others. (7.3)

Apart from relating achievement to students’ learning outcomes, some

middle managers also pointed out that achievement could be obtained by the

successful running of the subject panels or committees. Take for instances:

The achievement of running the subject panel smoothly, for example, to

solve emergent problems satisfactorily. (1.3)

In fact, during the process of nurturing students, effective middle

management can help promote effective communication between subject

teachers and subject head. It enables them to work vigorously with the

same end. (4.4)

Achievement can be reflected by a group of committee members who work

with good collaboration under my coordination. (7.4)

Generally speaking, if the work is related to careers and is really helpful to

students; and if the original objectives can be achieved, such achievement

can make me work more vigorously. (8.3)

84




them expressed that the achievement they got from schoolwork could positively

affect their work motivation. They also admitted that such achievement usually

came directly from students’ learning outcomes or indirectly from doing

something which helped improve the inadequacies of the subject panels or

committees. Take for instances:

An important decision of using CMI in teaching and learning History in

1996 enhances students’ academic performance in public examination …

This kind of achievement can continuously enhance my work motivation to

focus on the skill-oriented approach in learning and teaching the

subject … changes my ways of management in the subject panel … (3.18)

Yes, achievement can enhance my work motivation. In fact, theinsufficiency of the system in discipline committee … gives me high

motivation to improve the situations. The achievement on these two aspects

after improvement helps enhance my work motivation. (7.15)

However, there was one subject head who pointed out that achievement

did not play a significant role in affecting his work motivation. Take for

instance:

It is important to point out that achievement itself will not play a

significant part in affecting my work motivation. This is because

achievement cannot be obtained in the short run; it needs time to get some

achievements from my work. In this sense, work motivation as a result of

achievement from work should not be overestimated. (1.13)

85



4.1.6 Perceptions on good policy and administration

In this part, the researcher has asked for the relationship between school

policy and administration and work motivation of school middle managers.

Most of the subject heads claimed that there was a close relationship between

them. They also mentioned that their work motivation would be positively

affected if the system was clear enough for them to do their works. Take for

instances:

There is a close relationship between these two. If the school

administration and management can set clear instructions to my work, I

will be motivated to complete this. (2.5)

Of course it has a close relationship with my work motivation. As a

middle manager, if the school administration and management can give

clear instructions and directions for me to manage the subject panel, it can

positively affect my work motivation. (3.6)

If the pattern of school administration and management is clear to me, for

example, with clear allocation of work among teachers, clear instructions

to my work, clear description of responsibilities and tasks, all these can

positively help me manage my subject panel and as a result, my work

motivation can be positively affected too. (1.4)

As for the committee coordinators under review, they did not mention

anything about the clarity of the system. Instead, they stressed more the

soundness, simplicity and allocation of manpower in the school administrative

86



and managerial system. Take for instances:

There is positive and close relationship between school administrative and

managerial system and work motivation. A sound school administrative

and managerial system can help the effectiveness of the guidance work.

As long as I feel the system is helpful to the guidance work, it is positive to

my work motivation. (5.5)

I feel comfortable with a simple school administrative and managerial

structure in which the work required to middle managers should not be

repetitive. Repetitive work means that I need to do the same thing

several times because of the needs of different sections in school. If it is a

simple structure without ‘repetitive’ work, at least I will not have bad

feelings on the work. (6.4)

In the school administrative and managerial system, it is the allocation of

manpower that is important to my work motivation. This is because it

will affect the development of the Careers committee. If those teachers who

are allocated to the committee have interest in the work, it will be good to

the committee… If the allocation of manpower can help the development

of the careers committee, I will have good working motivation. (8.4)

When they were asked about the real situation in the case school, they

mentioned that the clear and well designed administration and management

system in the case school did not guarantee them high motivation to work, though

the fact that it could keep their work motivation to a certain level and did not

worsen the situations. Take for instances:

… clear instructions are sometimes useful, especially for those middle

managers who are not active and only rely on school instructions to work.

Therefore, to me, clear instructions given by the school for routine and

basic work are necessary. Yet, school should give enough flexibility for

me to do some developmental work. In this way, I think I will work more

87



happily and I can have a higher work motivation. (3.19)

Recently, there have been a lot of meetings and paper work requirements

made by the school administration and management … these requirements

may stimulate certain work motivation but I don’t think such motivation is

a kind of positive motivation because it is a result of extrinsic rather than

intrinsic factors. (4.16)

Since the existing administrative and managerial system in this school does

not create too many obstacles to my work, it helps keep my work

motivation. Of course, it is more desirable if the system can be more

supportive. (5.18)

The present school administration is clearer than before … A more clear

school administration enables my work to be done more smoothly …

Because of this, my work motivation is not bad in general. (6.18)

In our school, it is true that the administrative and managerial structure is

well-designed … However, in reality, whether this design is really effective

relies very much on the actual communication and coordination among

these committees … the sole presence of a good school administrative andmanagerial structure affects very little my work motivation in school.

(7.16)

4.1.7 Perceptions on supervision

In this part, the researcher has asked if school supervision system could

enhance the work motivation of middle managers in school. It is noticed the

results varied with middle managers, no matter they belonged to the group of

subject heads or committee coordinators. Half of them did not think that

supervision could enhance work motivation, though they admitted that supervision

88



was necessary and was helpful to the completion or fulfillment of work. Take for

instances:

Appropriate supervision is good or otherwise the working direction will be

lost more easily. But supervision will not be an impetus to work

motivation … If work motivation is a result of supervision, it may not be a

good phenomenon. (6.7)

Although I admit that supervision is necessary in an organization for

effective management, it is insignificant to work motivation. (7.5)

However, two middle managers claimed that supervision might have positive

effects on work motivation. Take for instances:

To a certain extent supervision has positive effects on work motivation.

Such supervision can make middle managers work harder towards the

completion of tasks. With supervision, middle managers are made to do at

least some basic tasks or basic requirements. (3.7)

Supervision is necessary and important to work motivation. It may

create pressure but it may help enhance work motivation. (8.5)

Middle managers under review also claimed that whether supervision

could enhance work motivation depended on if the supervision was effective and

was related to students’ interests. If it was so, they would work with high

motivation. If it was not, they would still complete the task but the work

motivation involved should not be overestimated. Take for instances:

On the one hand, if the supervision is real and effective, my work

89



motivation will be high; but on the other hand, if the supervision is not real

and not effective, it may not affect my motivation, though the fact that I

will complete the job for school. (2.6)

If the work being supervised is related to students’ interests and benefits, it

can enhance work motivation. If such linkage is not that tight, even the

work can be completed with clear supervision from school, the work

motivation involved will not be very high. (4.5)


the middle managers responded that the school supervision was insignificant to

their work motivation. Their work motivation was neither enhanced nor

hampered. Take for instances:

The supervision in our school can be described as very ‘tolerate’ in a sense

that middle-managers may not need to face too much the aftermath of

their actions and therefore such ‘tolerate’ type of supervision does notsignificantly affect my work motivation. (1.14)

The supervision in this school does not have much effects on my work

motivation … I will devote more effort to those works which I think are

worth doing. Therefore, to me, work motivation is not related to the

supervision. (4.17)

Since the supervision in school is in its infant stage only, supervisors …

show a lot of ‘understanding’ during the process of supervision. As a

result, supervision will not cause pressure or impetus to my work. (5.19)

The supervision in this school does not affect my work motivation … If

constructive advices have been given after supervision, I will follow them

in order to make further improvement. But I will not view supervision as

important factor that can affect my work motivation … Since the

supervision in this school is very respectful to human nature, it does not

hurt my work motivation. (6.19)

90



However, there were two middle managers who claimed that supervision

in the case school could either enhance or hamper their work motivation. It

depended on if the supervision was real and effective; and if personal reflections

have been made by middle managers after the supervision. Take for instances:

Some supervision in school is effective and real … I will work vigorously

for it. Some supervisions … my motivation of doing this is not very high

as it is believed that the school authority may not fully use this

information … A real and effective supervision can greatly affect my work

motivation. (2.13)

Now, the supervision becomes more systematic … the systematic

supervision limits my freedom and creativity in work, which is

unfavourable to my work motivation. However, if self-reflection appears

during the process … such reflection may be good to work motivation.

(7.17)

4.1.8 Perceptions on income

In this part, the researcher intended to find some significant findings on the

relationship between income level and the work motivation of middle managers in

school. Generally speaking, most of the middle managers possessed a perception

that income was a factor that could affect work motivation. This was more

obvious when middle managers were still in Graduated Masters (GM) status.

Take for instances:

91



Income is one of the factor that may affect work motivation. This effect is

more significant to those middle managers who are in Graduated Master

(GM) status than Senior Graduated Master (SGM) status. This is

because the percentage increase in income from GM to SGM is larger than

that of from SGM to Principal Graduated Master (PGM). (1.5)

Generally speaking, there is a positive relationship between income and

work motivation, the higher the income, the greater the work motivation.

This is more obvious if the subject head is a Graduated Master (GM) than

a Senior Graduated Master (SGM). (4.6)

For those who have not yet been promoted, income may be an important

factor to work motivation because the income difference between a

Graduated Master (GM) and a Senior Graduated Master (SGM) is indeed

very great. (5.6)

Apart from this, interviewees also pointed out that middle managers who

were in SGM status could also work with high motivation but with another reason.

They said that they had to work more vigorously because of the increased income

after promotion. Take for instances:

As middle managers in school, the income is higher than the ordinary

teachers. Therefore, middle managers should bear more responsibilities

on the developmental work in school. It is not a desire to get higher

income which make me work harder. Rather, it is the relatively ‘higher’

income level as a result of being a middle manager that makes me believe

that I need to do more. (3.8)

For those who have already been promoted, the increased income, which is

far higher than before, will create a kind of moral pressure on work. It is

in this sense that it may enhance work motivation. (5.7)

92



However, it is worth noting that there were responses which claimed that

no significant relationship could be found between income level and work

motivation. Take for instances:

The income increased after promotion is only a bonus to teachers’ work,

not a factor to increase their work motivation … Whether higher income

will increase their work motivation is indeed doubtful. Therefore, income

is insignificant to work motivation. (6.6)

… But in educational field, it may not be the case. The past experiences

in other schools showed me that the relationship between income and work

motivation will not be that close in the educational field. (8.6)

When they were asked if the recent salary cut in Hong Kong has affected

their work motivation, all middle managers showed that though such cut has

resulted in lower income, it did not affect their work motivation in school.

They still felt satisfied with their present salary as they realized that the standard

of living did not decrease remarkably after the salary cut. Take for instances:

The recent salary cut may not affect my work motivation. This is because

salary cut is in line with the deflation in the economy. In fact, my real

income does not decrease; it is more or less the same. (1.15)

Because the reduction rate of salary is not very high, it does not affect my

work motivation … Since the existing income level is higher than the

market value, the reduction in income may not negatively affect my work

motivation. (2.14)

The recent salary cut in Hong Kong does not affect my work motivation …

93



the income of teachers in Hong Kong is indeed overpaid and therefore a bit

cut is acceptable. (5.20)

The income cut will not affect my work motivation. In fact, the cost of

living in Hong Kong also decreases because of the poor economic

conditions. In this sense, the salary cut can still maintain my standard of

living. (6.20)

4.1.9 Perceptions on decision-making

In this part, the researcher has asked the middle managers if the different

decision-making styles could affect their work motivation in school. Generally

speaking, the responses focused on decision-making styles at two levels, namely

the school level and subject or committee level.

In the school levels, it is observed that middle managers did not mind

having the central school authority made the decisions themselves, on the

conditions that they were given opportunities to discuss the issues together; their

opinions could be respected by the school authority; the school authority could

make the decisions with careful considerations and the school authority could

explain to them the rationale for the final decisions. Take for instances:

Middle managers give opinions and ideas to the school authority. School

authority makes decision after considering these opinions and ideas. The

94



school authority should explain clearly the final decision to the middle

managers who will then follow such decision to do the work. (1.6)

If decision is made after collecting opinions from middle managers; and

that the decisions can adjust in accordance with situations, I may complete

the job with hearts…. School leaders who have planned and considered

thoroughly before they make a decision are better than those who

haven’t.” (2.7)

I would treasure giving my opinions to the school authority, on the

condition that they are sincerely and seriously considered and that at least

a part of these are included in the final decision, even though such decision

is made by the school authority solely. If none of my opinions are

included, I would like the school authority explain the reasons to me before

any finalization has been made (8.7)

In the subject or committee level, it is found that middle managers were

willing to discuss with their members before the finalization of decisions. Some

even showed that they liked to have consensus with members before a final

decision. Take for instances:

… I like to discuss these with my panel members and to search for the

possible strengths and weaknesses…I will avoid making personal decision

in a meeting in which we have divergent opinions. I will try my best to

discuss for certain consensuses with my panel members before a final

decision has been made in a formal meeting. (3.9)

I would like to have a decision made after sufficient discussion with my

panel members. In this way, the mutual communication involved can

help each other understand the difficulties and to tackle the problems.

(4.7)

A decision made after discussion is ideal to my work motivation … If it is a

decision made by mass consensus, it must have a reasonable ground for the

95



decision. Therefore, even if such decision may go against my own view, I

will accept this ground. (6.9)

In fact, it is important to note that the school middle managers under

study did not mention too much about the participatory decision-making in school,

which is supposed to be an important element in the School Based Management

schools of Hong Kong.

When they were asked about the real situation in the case school, three

committee coordinators and one subject head showed that the decision-making

style in school did not have too much positive impacts on their work motivation.

Although it was a fact that they could voice their opinions and ideas to the school

authority, they still felt uneasy because it was the principal who made the final

decisions. Take for instances:

… the above arrangement of decision-making is still negative to my work

motivation because it is not promising that the decision made by the

principal herself is consistent with our preferences. It is through the

process of collective participation and also collective decision-making that

the decision resulted can include the elements brought about by the middle

managers. (5.21)

This decision making style may not enhance my work motivation. This is

because it is not promising that what I have reflected to the school

authority can be reflected back in the final decision. Worse still, the

decision sometimes may run against my views. (7.18)

96



…Committee members will question why I am not able to influence the

school. Therefore, I need to explain to them that it is beyond my control

as the final decision is made by the school authority. (8.11)

The decision making style in this school does not increase my work

motivation. This is because even ideas and suggestions are given to the

school authority but usually there is no clear conclusion resulted.”(1.16)

However, two subject heads and one committee coordinator showed that

since the decisions made by the principal were for the holistic development of the

school; and that middle managers still had chances to share their ideas and

opinions; this decision-making style still kept their work motivation in school.

Take for instances:

As a middle manager in school, I will not only concentrate on my own part,

I will look at the holistic development of the school. As long as ourprincipal is making decision in accordance with this mentality, even

though the decision is at the expense of ECA, I will still accept this type of

decision-making style. (6.21)

… as long as I am able to give my opinions and participate in the decision

making process; and I feel that our principal is willing to listen and

consider my opinions, even though she makes the decision herself or the

decisions are not consistent with my opinions, my work motivation will not

be negatively affected. (3.20)

After discussing with the teachers, if the issue is found to be worth doing,

even it is the principal who makes the final decision, such type of decision

making is still positive to work motivation. (4.18)

97



4.1.10 Perceptions on recognition

In this part, the researcher has asked the middle managers which types of

recognition from work that could particularly enhance their work motivation.

Subject heads stated that recognition given by superiors, colleagues, students and

parents were all valuable to their work motivation. Take for instances:

Recognition from colleagues or panel members, in a sense that they trust

me and do not have suspicion on my way of management. Recognition

from superiors help to maintain good relations which act as lubricator for

my work motivation. (1.7)

I would rather value more the recognition from students than school.

The recognition from students on my teaching after they have got goodresults in public examination … (2.8)

Generally speaking, the positive comments received from ‘external’ groups

such as parents etc. can help increase my work motivation … recognition

from teachers and students may also help. (4.8)

On the other hand, committee coordinators mentioned that if someone

were willing to accept their opinions and were able to give immediate verbal

praise to their work, all these recognition helped enhance their work motivation.

Moreover, they also mentioned that recognition as a factor to enhance work

motivation needed to be sincere, supportive and specific. Take for instances:

98



Willing to accept my opinions can be regarded as a kind of recognition to

me. This is important to my work motivation. (5.8)

I like the recognition which is a kind of immediate verbal response to my

work … Moreover, if one can describe how good the score (work) is, this

kind of verbal recognition is more significant to motivation. (6.8)

Sincere and supportive recognition are the most valuable recognition.

Sincere recognition means that those people who recognize me really

understand the effectiveness of my work … Supportive recognition can be

reflected by the whole-hearted support during the process of the work. All

these are good to my work motivation. (7.6)

Recognition must be specific … should know very clearly from the

recognition that in which parts of my work are worth appreciation. This

specialization may illustrate that the recognitions are real and they are not

a show of ‘courtesy’ only. (8.8)

When they are asked about the real situation in the case school, seven out

of the eight middle managers showed that the recognition they got in the case

school was an important factor for enhancing their work motivation. From

recognition, they felt that their works were significant and right; their opinions

were worthwhile; and they were trusted by the school authority. Take for

instances:

… such recognition can positively affect my work motivation … This is

because recognition from others may imply that what I have decided or

done is right and is significant. (4.19)

Of course it will affect my work motivation. Recognition means that the

feedbacks to my work are positive; it shows that what I have done is

correct, worth and significant. Therefore, I will have good motivation to

aim at higher …

99



(8.12)

Yes, recognition greatly affects my work motivation. This is because it

shows that the school leader is willing to consider or accept my opinions

made to the school. (5.22)

The school’s recognitions on me have positive impacts on my work

motivation. These recognitions represent that the school authority has

trust on me. (1.17)

4.2 Work Motivation of Middle Managers in the Case School

4.2.1 Particular tasks or jobs that middle managers work with high

motivation

In this part, the researcher has asked the interviewees to recall one or two

tasks or jobs from their past experiences which they thought they have worked

vigorously and persistently; and that they still felt happy with the results

thereafter.

It is observed during the interview that most subject heads found it

difficult to think of these tasks at once. They had to think it for a short time

before they could respond to the question. One subject head needed to think of

this example by referring to the task thirteen years ago. Take for instances:

100



Frankly speaking, I find it difficult to recall any particular events, apart

from the Chinese as medium of instruction (CMI) issue I have mentioned

before. For the issue of swapping CMI in teaching History … (3.10)

As a middle-manager in Chinese History panel, I may not have too much

of this memories. Rather, this kind of memories will happen more in my

teaching life, as a Chinese History teacher in a particular class of a

particular year. (2.9)

It was the Game stall work related to the subject Economics for the school

tenth anniversary years ago. (1.8)

However, the responses were different when the interviewees were

committee coordinators. They managed to give out examples right away. It is

noted that most of the examples were related to students’ learning outcomes,

rather than the management tasks they dealt with as middle managers in school.

Take for instances:

It is the training of a group of Form three and four students as peer

councilors every year. On the one hand, it is noticed that these students

have positive personal growth for themselves … (5.9)

It is the leadership training program organized every year in the school.

This is because it is a whole year program which involves a lot of designs,

dimensions of work and problems etc. which are all challenging to me.

(6.11)

To me, the event that made me feel very happy was related to students, not

management of the committee … a group of students who were very

naughty … I tried to get into their life … A few years after their

graduation in our school, when I heard that someone is a cook now,

someone is a policeman now; I feel very happy … (7.7)

101



It is worth noting that among all the tasks mentioned by the middle

manager, there was only one example, the Chinese as Medium of Instruction

(CMI ) issue, which was related to the process of management. The subject head

described in this way:

For the issue of swapping CMI in teaching History, it took years to

persuade our principal, our senior subject teachers etc. to accept my

idea … I still had strong struggle on my mind when I considered some

practical measures… For the sake of students’ benefits, I decided to make

this change. (3.11)

4.2.2 Feelings of middle managers who work with high motivation

In this part, the researcher has asked the interviewees to describe the

feeling they had when dealing with the particular task or job in which they worked

vigorously and persistently. The researcher also asked if such feelings

represented that they had high work motivation. All middle managers agreed

that the feelings they described were associated with high work motivation. Take

for instances:

Such feeling represents that I have good motivation on the work. In fact,

such feeling increases my work motivation during the process of the work.

(1.9)

102



Yes, it may be the case. After getting positive comments from students, I

got this feeling. It helps quite a lot to my work motivation. (7.8)

It can say that such feelings illustrate that I can have good working

motivation on this job. (6.10)

In regard to feelings associated with high work motivation, all committee

coordinators and one subject head would relate such feelings to happiness and

satisfaction. Take for instances:

Sense of satisfaction and happiness obtained because of the developmental

and innovative work leading to the positive growth of students. (5.10)

Apart from the feeling of happiness and challenging, I also feel satisfied

from this work. (6.12)

During the process, I felt pleasant and happy (8.9)

I feel happy. Happiness is a result of increased communication andunderstanding among subject members … Moreover, happiness is also due

to the fact that students do benefit from the change of this new teaching

method. (4.9)

Apart from feeling happy and satisfied, subject heads would describe the

feelings of being trusted, optimally challenged or significant to others when they

worked with high motivation. Take for instances:

The feeling that everything goes smoothly; colleagues have trust on me …

(1.10)

On the one hand, it was a difficult task. On the other hand, I could have

chance to succeed. This kind of ‘optimal challenge’ gave me very special

feeling. (3.12)

103



… set a good example for others to follow. In this sense, I also had a good

feeling that my work is really significant to the school. (3.13)

The feeling that the work is significant because it affects not only the

Geography subject panel but also the others. (4.10)

4.2.3 Frequency of happens of the above feelings

It is interesting to note that all subject heads did not have such feelings

frequently in school. They all claimed that the routine nature of management on

the subject panels gave rise to limited developmental opportunities or challenges

by which they could work with high work motivation. Take for instances:

Not much. This is because, as a middle manager … the routine

management work cannot give me too much of such feeling. (1.11)

As a middle manager in the subject, I do not have much similar

experiences. This is because the management work itself is not that

developmental in nature, the work is too routine ... (2.10)

Frankly speaking, as a middle manager in History panel, this kind of

feeling is not that frequent. The reasons may be that … the management

required may not be that challenging … the management of this subject is

mainly focused on routine work; the lack of developmental work also

limits the happening of this ‘challenging feeling’ to me (3.14)

If subject management is put into consideration, this feeling is not that

frequent. But if it is a subject-based activity… I will have more of this

feeling. (4.11)

104



However, the situation was different when committee coordinators were

put into consideration. Most of them showed that they had these kinds of feeling

frequently in school. The pointed out that it was the nature of their work that

gave them opportunities to experience such feelings when doing the tasks. Take

for instances:

I can have this feeling frequently. This is because there are a variety of

extra-curricular activities in school that I can observe the growth of

students’ leadership ability. As a middle manager in ECA, it is the nature

of ECA that gives me a lot of opportunities to experience these feelings.

(6.13)

I always have this kind of feeling. Every year, there are some graduated

students who come back to school and share with me their ways of life

after graduation. Every time after the sharing, I always have sweet feelingsfor a long time. This is because I believe that my teaching to them in the

past is really useful and significant to them after their graduation in school.

(7.9)

It is worth noting that one committee coordinator, though he showed that

he also had these feelings frequently, he added that such feelings tended to be

diminished gradually because of the increased administrative and managerial

works involved in his work. This was something like the situation that was

experienced by the subject heads mentioned above. Take for an instance:

Yes, I have (these kinds of feeling). But I have to point out that as a

middle manager, I need to handle an increasing amount of administrative

and coordination work. In other words, less time is available to the

105



actual implementation and face-to-face contact with students. This may

reduce the intensity of the feeling mentioned above. (5.11)

4.2.4 Factors affecting work motivation, from middle managers’ own

perspective

In this part, the researcher has asked the middle managers to think of the

reasons why they were motivated to work in the particular tasks or jobs they have

mentioned above. From this, it is hoped to collect factors which would affect

their work motivation.

It is showed that most of the reasons given by the middle managers were

related to students’ factors, particularly on their positive academic and

non-academic performance outcomes. Take for instances:

The reasons are related to students factors only. For example, if students

have interest in the subject, show progress on the academic work; have

good performance on the subject etc., all these help enhance my work

motivation. (2.11)

… In this sense, I believe that an earlier change of using CMI in teaching

and learning History can benefit our students. Therefore, the concern on

students’ benefits enhances my determination and motivation to make

such change. (3.15)

The main reason is that students can get something from my work, that is

to say, students’ career awareness has been raised by my work. (8.10)

Apart from these students’ factors, some middle managers tried to relate

106



108

was influential to their work motivation. Take for instances:

The school can provide me a favourable environment to fulfill the

objectives of the work. (5.13)

Objectively speaking, a good school system which stresses more on human

touch also helps motivate my work. (7.11)

Last but not the least, middle managers also mentioned that the outcome

of their works were also important factors affecting their work motivation. They

would be motivated to work further if the outcomes of their work showed that the

work was important and significant to the school and that their objectives were

realized or their missions were completed. Take for instances:

The outcomes of the work show that it is significant. It is the most

important reason.” (5.14)

The objective is realized or the mission is completed.” (6.14)

4.3 Relative Importance of the Identified Factors to Work Motivation

In this part, a simple questionnaire has been given to the middle managers

under review to rank the importance of the ten identified factors in affecting their

work motivation. They might show the importance of a particular factor as very

important; important; fairly important; and not very important to work motivation.

The figures below show all the results.



Figure 1: Comparison between subject heads and committee coordinators

on the importance of factors affecting work motivation

0

2

4

6

8

10

12

14

16

R e c o g n i t i o n

A c h i e v

e m e n t

W o r k

I t s e l f

D e c i s i o n

M a k i n g

G o o d

P o l i c y

a n d A

d m .

P e r s o

n a l L

i f e

I n t e r p

e r s o n

a l R e l a

t i o n s

S u p e r v i

s i o n

A d v a n c e m e

n t

Factors Affecting Work Motivation

S c o r e s

109



Figure 2: Ranking of importance on factors affecting work motivation:

all middle managers under study

0

5

10

15

20

25

30

R e c o g n i t i o n

A c h i e v

e m e n t

W o r k

I t s e l f

D e c i s i o n

M a k i n g

G o o d P

o l i c y a n d A

d m .

P e r s o

n a l L

i f e

I n t e r p e

r s o n a l R

e l a t i o n

s

S u p e r v i

s i o n

A d v a n c e m e

n t

Factors Affecting Work Motivation

S c o r s

110



CHAPTER 5

DISCUSSION AND CONCLUSION

This chapter focuses on the discussion of the research findings. The

discussion is divided into two parts. The first part intends to make a comparison

of results between the case school and some local studies on factors affecting

work motivation in schools. The second part intends to make analysis on the

situation of work motivation of the school middle managers in the case school.

After that, proposals for further research in the light of the present findings will be

made, followed by some conclusive remarks from the findings.

5.1 Comparison of Results with Local Studies

In this research, the ten identified factors are extracted from a number of

local studies which are related to the work motivation or job satisfaction of

teachers, subject heads, committee leaders, vice principals and principals. In fact,

it is worth comparing the significance of these factors on work motivation

between the local studies and the case school.

111



Many local studies conclude that the factor ‘interpersonal relations’ is a

favourable factor to work motivation (Wong, 1982; Tsang, 1985; Kwok, 1987;

Lau, 1992; Wu, 1993; Ip, 1995; Ho, 2000) while a few of them show that it is not

favourable (Ip, 1982; Wong, 1995). The results of this research show that it is to

a large extent consistent to these local studies. Three middle managers under

study come to realize that interpersonal relations with superiors and team

members are positively related to their work motivation. They can get supports,

effective cooperation and comfortable feelings because of these relations. Two

committee coordinators, though not totally support this view, also claim that good

interpersonal relations will not give negative impacts on their work motivation.

In regard to the factor ‘work itself’, many local studies show that it is

both favourable (Tse, 1982; Law, 1987; Ip, 1995; Poon, 1996; Lung, 1997) and

unfavourable (Wong, 1980; Poon, 1996; Ho, 2000) to work motivation. The

findings of the case school also illustrate similar results. Middle managers in the

case school believe that work itself is both positive and negative to their work

motivation. It depends on the nature of the work. It is said that routine work

tends to lower work motivation while developmental work and work with high

autonomy tend to enhance it. It is also interesting to note that work with clear

112



instructions tend to increase work motivation more than those with uncertainties

and ambiguities.

Most of the local studies reflect that the factor ‘advancement’ is

favourable to work motivation (Ip, 1982,; Kwok, 1987; Law, 1987; Lau, 1992; Wu,

1993; Lung, 1997 ) while there are still some which show opposite view (Wu,

1993; Ho, 2000). Besides, some local studies even bring to the point that it is not

an important factor affecting work motivation (Law, 1987; Ip, 1995). The

situation of the case school shows that it is only to a certain extent consistent with

these local studies. Although half of the informants in the case school use some

negative words such as ‘pressure’, ‘upset my original work’, “a burden” etc. to

describe the situation after their promotion, they still claim that work motivation

has not been negatively affected. Some even believe that it is the increased

responsibility and sense of mission after promotions that make them work with

high motivation. In short, middle managers in the case school do not think that

advancement is an unimportant factor.

The factor ‘achievement’ is described by many local researchers as

favourable factor to work motivation (Law, 1987; Wong, 1995; Ip, 1995; Lung,

113



1997). This is to a large extent consistent with the case school. Most of the

school middle managers agree that achievement obtained from work can

positively affect their work motivation, particularly those in relation to students’

learning outcomes. This is only one subject head who argues that its significance

should not be over-exaggerated as achievement from work cannot be easily

obtained in a short period of time.

Most local studies show that the factor ‘recognition’ is an important

factor for the enhancement of work motivation in school. (Lau, 1992; Wong, 1995;

Poon, 1996; Lung, 1997). The situation in the case school draws similar

conclusion. Seven out of the eight school middle managers believe that

recognition from others can enhance their work motivation because such

recognition represents that their works are significant and right; their opinions

were worthwhile; and they are trusted by the others.

Local studies have two different views on the factor ‘income’. Some

show that income is favourable to work motivation (Wu, 1993; Ho, 2000) but a

majority of them state that such factor cannot be over-estimated as it is not that

important to work motivation (Tsang, 1985; Law, 1987; Wong, 1995; Ip, 1995).

114



The findings illustrated in the case school can to a large extent reflect this situation.

All the informants share that the recent salary cut by the government does not

significantly affect their work motivation in school. They are still satisfied with

the present salary and are able to keep their working incentives.

Some local studies show that the factor ‘good policy and administration’

is a favourable factor to work motivation (Lau, 1992; Ip, 1995). However, the

findings in the case school show different conclusion. School middle managers

claim that a clear and well designed system of school administration and

management will not guarantee an enhancement of their work motivation, though

the fact that it can keep their work motivation to a certain level and will not

worsen the situation.

Local studies show that the factor ‘supervision’ is either unfavourable (Ip,

1982; Ho, 2000) or unimportant to work motivation in schools (Lau, 1992; Lung,

1997). The situation in the case school is to a certain extent consistent with these

findings. Most of the school middle managers show that supervision is

insignificant to their work motivation. Their work motivation is neither

enhanced nor hampered because of the school supervision. However, it is worth

115



5.2.1 Re-visit of the Research Findings

Work Motivation of School Middle Managers in the Case School

The research findings which are related to the work motivation of middle

managers in the case school are as follow.

1. It is noticed that functional committee coordinators can response more

promptly and have more sharing on the particular tasks or jobs that they work

with high motivation than the subject heads.

2. Most of the tasks or jobs being described are related more to students’ learning

outcomes than the management processes of the subject panels or committees.

3. School middle managers agree that when they work with high motivation, it is

usually associated with feelings of happiness and satisfaction; and feelings of

being trusted, optimally challenged and significant to others.

4. It is observed that functional committee coordinators can experience such

feelings more frequently than the subject subjects. The former attributes this to

the unique nature of their work while the latter claims that it is the routine

management work that hinder them to have high motivation to work.

118



5. It is found, from their perspectives that, the main reasons affecting their work

motivation are related to students’ academic and non-academic performances;

communications with subject panel or committee members; their own senses

of missions and responsibilities; the support from school and the outcomes of

their work.

Perceptions on the Ten Identified Factors

The research findings which are related to their perceptions on the ten

identified factors affecting work motivation are as follow.

1. Work itself:

School middle managers have different views towards this factor. Some

believe that the clarity of work is important while others find that work which

is developmental in nature is helpful to work motivation. Some find that

group work is important to enhance work motivation.

2. Interpersonal relations

It is interesting to note that all middle managers focus on relations with

subordinates, rather than their superiors when they consider interpersonal

119



relations as factor affecting work motivation. Subject heads tend to treasure

more on cooperative and harmonious relations while committee coordinators

like to have interactive and communicative relations with their members.

3. Advancement

To consider advancement as factor affecting work motivation, school middle

managers claim that they need to think of other considerations such as the

present status, age, workload and income after promotion and whether it is a

promotion post or not etc. before any significant conclusions can be made.

4. Personal life

It is found that the most important personal events under consideration are

usually related to their families, which appear to have significant impacts on

their work motivation in school.

5. Achievement

It is shown that the achievement of middle managers usually comes from

students’ learning outcomes, though the fact that some may relate it to the

successful running of their panels or committees.

6. Good policy and administration

Subject heads tend to value more on a clear school system while committee

coordinators regard the soundness, simplicity and effective allocation of

120



manpower by the school authority as important school system for high work

motivation.

7. Supervision

School middle managers believe that supervision is a necessity in school but it

should not be overestimated as a factor which can enhance work motivation.

8. Income

School middle managers believe that this factor is more significant for those

who are still in Graduated Master (GM) status. They also claim that it is the

increased income after promotions that make them feel responsible to work

with high motivation in school.

9. Styles of Decision-making

School middle managers perceive this factor from both the school level and

the committee or subject panel level. In regard to school level, they find it

comfortable if they are given opportunities to discuss school issues and that

their ideas are respected by the school authority. Even though they cannot

make the school decisions, they will be appreciated if the school authority can

explain to them the rationales behind. In fact, it is important to note that they

did not mention too much about the participatory decision-making in school,

which is supposed to be an important element in the School Based

121



Management schools of Hong Kong. In regard to subject panel or committee

level, most school middle managers are in favour of discussing and sharing

for consensus among their members before making final decisions.

10. Recognition

Subject heads claim that recognition from superiors, colleagues, students and

parents are all favourable to their work motivation while committee

coordinators regard someone who are willing to accept their ideas and give

them immediate verbal praises as significant recognition to enhance work

motivation. Moreover, they also point out that recognition should be sincere,

supportive and specific if they are helpful to work motivation.

5.2.2 Similarities and Differences between Subject Heads and Committee

Coordinators on Work Motivation in the Case School

Similarities between Subject Heads and Committee Coordinators

In regard to jobs or tasks that they can work with high motivation, they

all focus on their outcomes rather than processes. They all believed that high

122



derived from the successful learning outcomes, both academic and non-academic,

of their students. Apart from this, it is noticed that all middle managers like to

have a part in discussing and understanding the rationales for school policies in

the decision-making process of the school. They will be happier if the school

authority respects their ideas and opinions during the process. However, they did

not mention too much about the participatory decision-making in school. Last

but not the least, when the ranking of relative importance of the ten identified

factors affecting work motivation is put into examination, both subject heads and

committee coordinators rank recognition and achievement as the most important

two factors affecting their work motivation in school.

Differences between Subject Heads and Committee Coordinators

The findings show that functional committee coordinators have a higher

work motivation than that of the subject heads. This can be reflected by their

relatively prompt and significant responses on the jobs or tasks that they work

with high motivation on the one hand; and the fact that they can experience the

feelings of happiness and satisfaction more frequently than the subject subjects on

the other.

124



Moreover, it is shown that there is a significant difference when subject

heads and committee coordinators perceive interpersonal relations as a factor

affecting work motivation. Subject heads value more on cooperative and

harmonious relations in which they can work in a peaceful condition. However,

functional committee coordinators value more on interactive and communicative

relations in which members and coordinators may have more dynamic interactions

throughout the process.

Furthermore, the research findings illustrate that subject heads are usually

in favour of a clear school system in which they can work in accordance with

school instructions and complete the work as required. However, functional

committee coordinators appear to appreciate more on a simple and sound school

system, together with good allocation of manpower and higher flexibility to deal

with the assigned work.

Besides, when recognition as a factor affecting their work motivation is

put into consideration, subject heads and functional committee coordinators have

different focuses. The former tends to focus more on the targets who give them

the recognition while the latter tends to value more on the ways how such

125



recognition is delivered to them and on the nature of the recognition.

Lastly, though the fact that they all value recognition and achievement

most in ranking the relative importance of factors affecting work motivation, they

differ in a way that subject head will then value good policy and administration

more while functional committee coordinators will pay more attention to the work

itself and styles of decision-making.

5.3 Suggestions for Further Research

In this research, the researcher focuses only on eight middle managers in

the case school in which four of them are subject heads from humanities subjects

while other four are functional committee coordinators from the student-affairs

sector in school. In other words, most of the research findings cannot be

applicable to the other subject panels and functional committees in the case school.

Therefore, it is a good suggestion to extend the study of work motivation to the

other parts of the case school so as to make a more comprehensive view on the

issue.

126



Because of the limitation of time and resources, the researcher can only

focus on the situation of work motivation of the middle managers in a case school

which is an aided secondary school in Hong Kong. In other words, the relatively

small scoped research leaves plenty of rooms for other researches which may

focus on the work situation of school middle managers in other types of school

such as government schools, direct subsidized schools etc. Comparisons on the

situations of work motivation for school middle managers in different types of

schools appear to be an interesting field for investigation.

It is clear that the present research focuses on the study of the ten factors

affecting work motivation which are identified from some local studies. In fact,

all these factors come from the content theories which stress the importance of

‘what’ factors which may affect work motivation of human being. In other

words, the stress of process theories, that is, ‘how’ school middle managers are

motivated to work may be another area of interest for future studies.

Last but not the least, the present study has made an analysis from the

research findings that different types of school middle managers may have certain

differences and similarities in their work motivation in school. Such analysis

127



may merit further investigation or examination. The differences and similarities

can further be tested, developed or modified by other researches in the future.

5.4 Concluding Remarks

This research focuses on the perceptions of school middle managers in

the case school on the ten identified factors affecting their work motivation.

Moreover, their work motivation in the case school has been examined as well.

Generally speaking, there are two important remarks which are worth mentioning.

It is found out that functional committee coordinators in general have

better work motivation than subject heads in the case school. This is a very

significant remark as there are more than twenty subject heads and only thirteen

functional committee coordinators in the case school. In other words, the general

level of work motivation of school middle managers in the case school cannot be

too optimistic. This may have far-reaching effects on the effectiveness and

efficiency of the school. Hence, one of the major tasks of school administrators

is to do something to enhance the work motivation of subject heads.

128



Apart from this, it is found that the work motivation of school middle

managers under study is usually associated with students’ learning outcomes.

Just like teachers in general, students’ learning outcome is the most important

element which affects critically their work motivation, though the fact that they

are school middle managers, handling management work in school. This

refection is significant because most of the management work in school may not

directly relate to students’ learning outcomes. This is especially true for the

recent curriculum reform and education reform in Hong Kong in which middle

managers need to deal with a lot of documentary and administrative work. It

means that they need to spend relatively a greater share of their time doing the

work that may not directly or immediately give them happiness, job satisfaction

and thus work motivation. Therefore, school administrators need to observe this

dilemma and to find ways to bridge the gap between subject or committee

management and students’ learning outcomes.

129



Appendix 1

Interview Guide

Name of interviewee: ____________Date: ______________: Time: _______

Venue:_________

Part I:

In this part, the researcher attempts to set interview questions by focusing on the

10 identified factors which affect work motivation. For each factor, the

researcher tries to ask an open-ended question and then followed by asking ‘why’

for further clarification of informant’s ideas. During the process of interview,

the researcher will bear in mind focusing on what these factors should be in

enhancing work motivation, what the real situation of these factors are in school

and if the informant thinks these factors are important to work motivation.

Work itself

1. What kinds of job or task that you think you can work vigorously and

persistently?

Interpersonal relations2. What kinds of interpersonal relations can make you work happily?

Advancement

3. Do you think the advancement system in school can affect your work

motivation? Why?

Achievement

4. What kinds of achievement from work can make you feel particularly

pleasant?

Good policy an administration

5. Do you think there is close relationship between the school administrative and

managerial system and work motivation of middle managers in school?

Why?

138



Supervision

6. Can the school supervision system enhance the work motivation of middle

managers in school? Why?

Income

7. How will you describe the relationship between income level and the work

motivation of middle manager in school?

Personal Life

8. Do you think your personal life will affect your work motivation in school?

Why?

Decision-making

9. Does the different decision-making styles affect the work motivation of

middle manager in school? Why?

Recognition

10. Which types of recognition from work that can particularly enhance your

work motivation?

139



Part II

In this part, questions 1, 2, 3 and 5 are set to collect data to see the level of work

motivation of the informant in school. Question 4 is set to collect data on the

important factors that motivate the informant to work.

1. Being a school middle manager for years, could you share with me a task or

two in the past that you think you have worked vigorously and persistently

and afterward you felt largely happy with the results?

2. What was your feeling when doing this task(s)?

3. Does the feeling you have mentioned mean that you have a good work

motivation on the task? Or were you felt motivated after or during the task?

4. Look back, could you find reasons to explain why you were motivated to

work?

5. Did you have similar experience after that particular task(s)? If not, why

not?

Part III

In this part, the questions listed are related to informants’ perception of the

situation of work motivation in the case school. They will be asked during the

interview whenever it is appropriate.

1.

How does the work, including the work related to management, in yoursubject panel or committee affect your work motivation?

2. How does your interpersonal relations with your superiors and team members

affect your work motivation?

3. Does the achievement you get from your work in subject panel or committee

affects your motivation to work? Why?

4. Does the administrative and managerial system in this school affect your work

motivation? Why?

5. Does the supervision on subject panel or committee in this school affect your

work motivation? Why?

6. Does the recent salary cut in Hong Kong affect your work motivation?

Why?

7. Does the decision making style in this school enhance your work motivation?

Why?

8. Does the recognition you get in this school affect your work motivation?

Why?

140



Appendix 2

Ranking of Importance for Factors Affecting Work Motivation

How will you rank the importance of the following factors in affecting work

motivation? Please rank in accordance with the following conventions.

4: very important to work motivation

3: important to work motivation

2: fairly important to work motivation

1: not very important to work motivation

Factors affecting work motivation Level of importance (1 to 4)

Work itself

Interpersonal Relations

Advancement

Personal life

Achievement

Good policy and administration

Supervision

Income

Decision making

Recognition

141



Appendix 3

Interview Transcript (1): Subject head of Economics and Public Affairs

Work itself

A: What kinds of job or task that you think you can work vigorously and

persistently？

B: The work that is related to subject and personal interests.

A: How does the work, including the work related to management, in your

subject panel / committee affect your work motivation?

B: The work of middle-management itself has only a bit impact on my work

motivation; it is the subject itself and my interest in the subject that affect

my work motivation more.

Work motivation is a matter of mutual interaction between subject-heads and

subject teachers. It is not related to the work of middle-management.


A: What kinds of interpersonal relations can make you work happily?

B: Harmonious relation with good communication between subject heads and

panel members

A: How does your interpersonal relations with your superiors and team membersaffect your work motivation?

B: If the relations established are a result of interactive, active and mutual

communication among superiors, subject heads and teachers, such

relations will strengthen my work motivation.

Advancement

A: Do you think the advancement system in school can affect your work

motivation? Why?B: It may have some impacts on my work motivation. The impacts may be

more obvious when the situation is a GM status to be promoted to SGM

status.

If the situation is a SGM status to be promoted to PGM status, one needs to

consider the age (1.1). As for my age, I think advancement may not have

too much impacts on my work motivation.

142



Personal life

A: Do you think your personal life will affect your work motivation in school?

Why?

B: Personal life will affect my work motivation in school. Personal life will

affect my mood that will in turn affect my work motivation in school. It is

positively related, that is to say, good mood will enhance my work

motivation in school and vice verse (1.2). Therefore, work motivation is not

only affected by the ‘workplace factors’, it needs to look at the person as a

whole and therefore personal life can to a large extent affect work

motivation.

Achievement

A: What kinds of achievement from work will make you feel particularly

pleasant?

B: The achievement of running the subject panel smoothly, for example, to solve

emergent problems satisfactorily (1.3); to maintain good academic

performance for students etc. will make me happy.

A: Does the achievement you get from your work in subject panel or committee

affect your motivation to work? Why?

B: If interactive and mutual communication can be achieved, the subject panel

can run smoothly which will in turn generate positive impacts on my work motivation.

However, it is important to point out that achievement itself will not affect

play a significant part in affecting my work motivation. This is because

achievement cannot be obtained in the short run; it needs time to get some

achievements from my work. In this sense, work motivation as a result of

achievement from work should not be overestimated (1.13).


A: Do you think there is a close relationship between the school administrative

and managerial system and work motivation of middle managers in school?

Why?

B: There is some relationship between school administrative and managerial

system and work motivation. School administration and management can

be one of the factors that may affect work motivation but it may not be the

most important factor.

If the pattern of school administration and management is clear to me, for

143



example, with clear allocation of work among teachers, clear instructions to

my work, clear description of responsibilities and tasks, all these can

positively help me manage my subject panel and as a result, my work

motivation can be positively affected too (1.4).

A: Does the administrative and managerial system in this school affect your


B: The administrative and managerial system in this school has positive impacts

on my work motivation as it has been reviewed and revised consistently and

continuously over these years and such improvement has good impacts on

my work motivation.

Supervision

A: Can the school supervision system enhance the work motivation of middle


B: Supervision is negatively related to work motivation. Supervision may

reduce my work motivation. Supervision will cause bad feeling to me too.

A: Does the supervision on subject panel or committee in this school affect your


B: The supervision in our school can be described as very ‘tolerate’ in a sense

that middle-managers may not need to face too much the aftermath of their

actions and therefore such ‘tolerate’ type of supervision does not significantlyaffect my work motivation (1.14). In other work, my work motivation has

neither be increased nor decreased because of this ‘tolerate’ type of

supervision.

Income

A: How will you describe the relationship between income level and the work


B: Income is one of the factor that may affect work motivation. This effect ismore significant to those middle managers who are in Graduated Master

(GM) status than Senior Graduated Master (SGM) status. This is because

the percentage increase in income from GM to SGM is larger than that of

from SGM to Principal Graduated Master (PGM)(1.5). Therefore, income

as a factor affecting work motivation is more significant to the GM

middle-managers.

A: Does the recent salary cut in Hong Kong affect your work motivation?

Why?

B: The recent salary cut may not affect my work motivation. This is because

144



salary cut is in line with the deflation in the economy. In fact, my real

income does not decrease, it is more or less the same (1.15).

Decision making

A: Does the different decision-making styles affect the work motivation of


B: Middle managers give opinions and ideas to the school authority. School

authority makes decision after considering these opinions and ideas. The

school authority should explain clearly the final decision to the middle

managers who will then follow such decision to do the work (1.6). In this

way, work motivation can be enhanced.

A: Does the decision making style in this school enhance your work motivation?

Why?

B: The decision making style in this school does not increase my work

motivation. This is because even ideas and suggestions are given to the

school authority but usually there is no clear conclusion resulted (1.16).

Therefore, my work motivation has not been increased.

Recognition

A: Which types of recognition from work that can particularly enhance your

work motivation?

B: Recognition from colleagues or panel members, in a sense that they trust meand do not have suspicion on my way of management.

Recognition from superiors helps to maintain good relations which act as

lubricator for my work motivation (1.7). However, such recognition should

not be abused. It should be appropriate.

A: Does the recognition you get in this school affect you work motivation?

Why?

B: The school’s recognitions on me have positive impacts on my work

motivation. These recognitions represent that the school authority has truston me (1.17). This helps enhance my work motivation. This factor is very

important to me.

A: Being a school middle manager for years, could you share with me a task or

two in the past (when was it exactly?) that you think you have worked

vigorously and persistently and afterward you felt happy (largely) with the

results?

B: It was the Game stall work related to the subject Economics for the school

145



tenth anniversary years ago. (1.8)

A: What was your feeling when doing this task(s)?

B: The feeling that everything goes smoothly; colleagues have trust on me

(1.10) All these make me feel comfortable in my work.

A: Does the feeling you have mentioned mean that you have a good work

motivation on the task? Or Were you felt motivated after (or during) the task?

B: Such feeling represents that I have good motivation on the work. In fact,

such feeling increases my work motivation during the process of the work.

(1.9)

A: Look back, could you find reasons to explain why you were motivated to

work?？

B: The main reasons are that during the process of the work, good interactive

and mutual communication happens between my colleagues and me. Such

relations gives rise to me this good feeling. This feeling helps enhance my

work motivation further. (1.12)

A: Did you have similar experience after that particularly task(s)? If not, why

not?

B: Not much. This is because as a middle manager, such kind of activity maynot happen frequently. In fact the routine management work cannot give me

too much of such feeling. (1.11)

146



Appendix 4

Interview Transcript (2): Subject Head of Chinese History

Work itself


persistently？

B: If I am interested in the work, I will work vigorously. Sometimes even if I

am not interested in the work or even I dislike the work, but with clear

instructions and clear understanding on the aftermath of fulfilling or not

fulfilling the work, I will also work very vigorously for it (2.1). Of course,

if both of the above conditions are absent, I will have very low motivation to

the work.



B: If the school does not have clear instructions on what I should do in the

Chinese History panel, I will focus more on what I am interested in. To me,

the academic result of students is my prime concern. If the school’s concern

does not match with my concern and the school does not have clear

instructions on what I should do to deal with that concern, my motivation to

the work will be low. For example, the school advocates the use of IT inteaching Chinese History. However, it does not have clear requirements and

instructions to the subject panel. This arrangement will only result in my

low work motivation. Take for another example, the English Enhancement

project, which requires Chinese History teachers to do something in

class-teaching so as to enhance students’ English proficiency, is advocated

with clear instructions and requirements on the subject panel. In this case, I

will work very vigorously for it, though the fact that I think this practice is

not that appropriate to Chinese History lessons (2.12). Yet, I have to point

out that sometimes even the school does not have clear requirements or

instructions to some work, I can still work very vigorously for it when I

believe that the work is significant to the academic outcomes of the students.

147





B: An interpersonal relations with human sympathy and human kindness are

important to work motivation, for example, the last book inspection of one of

my panel member was scheduled to a later period because he was busy

preparing for his marriage ceremony. As a middle-manager in school, I think

this kind of interpersonal relations is important to work motivation (2.2).

A: How does your interpersonal relations with your superiors and team members


B: It has some effects on my work motivation. For those who have good

interpersonal relations with each other, work can be completed more

willingly, smoothly and efficiently. For those who have fair or even negative

relations with each other, work will be completed in a ‘just to get the work

done’ manner.

Advancement


motivation? Why?

B: In the past, it might have some effects on my work motivation. Now, it may

not be the case. This is because the change of educational environment in

Hong Kong means to school managers that after their promotion, they needto do a lot of works that are heavily loaded. In this sense, promotion may

not necessarily enhance work my motivation (2.3).

Personal life


Why?

B: Honestly speaking, it must have direct effects on my work motivation.

Recently, I have been marking for the HKALE paper. As a new marker,there are a lot of supervision and monitor that I need to care for. As a result,

it directly affects my personal life and my work motivation in school is also

affected by this

Achievement


pleasant?

B: The academic results of the students in my subject. If they have good

results, I will be very happy; but if their results are not satisfactory, I will be

148



very frustrated. In other words, the sense of achievement all comes from

students’ academic results (2.4). Therefore, all my work in the panel is to

focus on students’ academic results. As long as students can show good

academic results, I can work very vigorously.



B: My work motivation in the subject panel is affected by students’ academic

performance in my subject. If in this year, the students get good academic

results, I will do something to consolidate these fruitful outcomes. If

students come out with unsatisfactory results, I will react at once and to do

something to remedy the problems. In other words, my work motivation is

particularly high when students’ academic results are put into consideration.




Why?

B: There is a close relationship between these two. If the school administration

and management can set clear instructions to my work, I will be motivated to

complete this (2.5).

A: Does the administrative and managerial system in this school affect your work motivation? Why?

B: Apart from the administration and management in this school, those from Po

Leung Kuk and Education and Manpower Bureau are also influential to my

work motivation. Since there are a lot of comparisons between our school

and other schools in terms of academic results, I will be motivated more to

concentrate on the work which is related to students’ academic results.

If school administrative and managerial system focuses on aspects other than

academic results, my work motivation will be adjusted in accordance with

this. Therefore, school administration and management can directly affect

my work motivation and pattern of work.

Supervision



B: On the one hand, if the supervision is real and effective, my work motivation

will be high; but on the other hand, if the supervision is not real and not

effective, it may not affect my motivation, though the fact that I will

149



complete the job for school (2.6). In short, it is the real and effective

supervision from school that can greatly influence my work motivation.



B: Some supervision in school is effective and real, such as the implementation

of English Enhancement Project in which my subject needs to do a part for it,

I will work vigorously for it. Some supervision such as the writing of staff

appraisal reports for panel members, my motivation of doing this is not very

high as it is believed that the school authority may not fully use this

information in the process of staff appraisal.

A real and effective supervision can greatly affect my work motivation

(2.13).

Income



B: Income and work motivation is positively related


Why?

B: Because the reduction rate of salary is not very high, it does not affect mywork motivation. However, if the rate is high; so high that the salary after

cut does not reflect my actual work contribution, it will negatively affect my

work motivation. Since the existing income level is higher than the market

value, the reduction in income may not negatively affect my work motivation

(2.14).

Decision making

A:

Does the different decision-making styles affect the work motivation of middle manager in school? Why?

B: The different types of decision making styles do not matter me too much.

What I concern more is to complete my job; no matter what kinds of decision

making it may be in school. But decision-making styles may affect the way

how I complete the job. If decision is made after collecting opinions from

middle managers; and that the decisions can adjust in accordance with

situations, I may complete the job with hearts. If it is a kind of absolute or

autocratic decision, I may not complete the job wholeheartedly.

Even though it is the central authority who makes the final decision, the ways

150



how the school leaders make the decision are very important. School

leaders who have planned and considered thoroughly before they make a

decision is better than those who haven’t (2.7).


Why?

B: The decision-making style in this school may enhance my work motivation a

bit. This is because the decision-making in this school is always with clear

instructions and requirements. As long as I manage to follow that

instructions and requirements, my motivation to work can be kept.

If the work assigned by the school is related to my own interest, even if it

may not have clear instructions or requirements on me, I can still work with

high motivation. The running of the philately club is an example of this.

Recognition


work motivation?

B: I would rather value more the recognition from students than school. The

recognition from students on my teaching after they have got good results in

public examination (2.8) can enhance my work motivation very much. To

say in a more direct way, the recognition of my work as reflected by the

public examination system, which is a set of objective criteria on my work,will make me feel very satisfied, which in turn positively affect my work

motivation.


Why?

B: The recognition from principal and panel members may not have too much

effects on my work motivation. Instead, I want to point out that sometimes

recognition may be negative to my work motivation. This is because if

someone recognizes my work, they will have high expectation on my

performance; such expectation may create uneasy feeling to me and my work

motivation will be negatively affected unconsciously.




results?

B: As a middle-manager in Chinese History panel, I may not have too much of

this memories. Rather, this kind of memories will happen more in my

151



teaching life, as a Chinese History teacher in a particular class of a particular

year (2.9).

As a middle manager, the feeling of ‘work pressure being released after the

completion of certain tasks’ is more important than the feeling of ‘happiness

obtained from the job’.


B: The feeling of ‘willing to do extra work actively’ if I have good motivation

on the work. On the contrary, I will have a feeling of ‘resistance on the

work’ that I have very low motivation on it.


motivation on the task? Or Were you felt motivated after (or during)the task?

B: Yes, it is. Such good feeling means that I have high motivation on the work.


work?？

B: The reasons are related to students factors only. For example, if students

have interest in the subject, show progress on the academic work; have good

performance on the subject etc., all these help enhance my work motivation

(2.11).


not?

B: As a middle-manager in the subject, I do not have much similar experiences.

This is because the management work itself is not that developmental in

nature, the work is too routine (2.10) and it does not directly relate to the

interpersonal relations with students.

152



Appendix 5

Interview Transcript (3): Subject head of History

Work itself


persistently？

B: There are two types of work in school. The first type of work is related to

those we need to do in accordance with the established school system. The

second type of work is related to the educational reform in which we need to

explore and develop the new working system ourselves. Personally, I like

the second one more because I like to do the work which is developmental in

nature (3.1).

If the work is repetitive with formalities and paperwork, my work motivation

will be worse off. These two types of work nature can give me different

work motivation.



B: The management work in the subject panel has certain impacts on my work

motivation. Management in the subject panel can affect students’ interests

in learning the subject and teachers’ interests in teaching the subject.

Moreover, appropriate management also helps the development of subjectpanel itself. Therefore, as a subject panel, management is an important part

of my job.



B: Easy-going, cooperative and collaborative relations with panel members are

desirable to my work motivation. Moreover, if panel members can share the

same vision, this is also favourable to work motivation (3.2).

Sometimes instructions are necessary to certain kind of panel members.

Some panel members may not agree to the given instructions but as long as

they can follow them and fulfill the work, I will be happy about this. Some

panel members who do not follow closely the instructions may create

difficulties in cooperation. Therefore, I prefer having those members who

show cooperative relations with me.

Sometimes panel members may disagree to the instructions and they are

willing to communicate with me and solve the problems together. I enjoy

this kind of interpersonal relations very much.


153




B: Cultivating good and positive relations with panel members through formal

and informal channels is important to work motivation. The relations resulted

helps to get the support from panel members for the implementation of some

teaching beliefs that are beneficial to subject development. In this sense,

there is a close relationship between interpersonal relations and subject

development (3.17). It follows that, as a subject panel, interpersonal

relations are important to my work motivation.

Advancement


motivation? Why?

B: It must not be the case if one says that advancement does not affect work

motivation, especially for the early stage of teaching life in which income

may be regarded as the main incentive to work (3.3).

After working for years and have already been promoted to a higher rank, the

main consideration for work motivation is not ‘promotion’ any more.

Personal life


Why?B: To some extent, personal life may influence my work motivation in school.

It depends on how I handle this. If the schoolwork is not that tight, I will

concern more on family life. If there are some important events in school,

I will place the schoolwork first. In other words, personal life and

schoolwork can influence each other (3.4). In this sense, personal life may

to a certain extent affect my work motivation in school.

AchievementA: What kinds of achievement from work will make you feel particularly

pleasant?

B: To get achievement from managing the subject panel is difficult in the short

run. In fact, sense of achievement obtained from others’ recognition on my

work and on students’ academic performance on my subject is important to

my work motivation (3.5).

154





B: Take for an example, an important decision of using CMI in teaching and

learning History in 1996 enhances students’ academic performance in public

examination. This kind of achievement can positively and persistently

affect my work motivation. This is because the use of CMI improves

students’ analysis on historical events on the one hand and their way of

expression on the other. As compared with EMI, CMI enables mutual

communication between students and teachers in class; and it also guarantees

the satisfactory academic performance of students in public examination.

This kind of achievement can continuously enhance my work motivation to

focus on the skill-oriented approach in learning and teaching the subject.

This kind of achievement changes my ways of management in the subject

panel (3.18). Before the use of CMI, panel management usually focused on

routine matters. After the use of CMI, panel management begins to have

specific focuses every year, for example, this year we stress on nurturing

students’ writing skills and next year we focus on improving the assessment

mechanism so as to enhance students’ learning outcomes etc. In short,

students’ performance may affect management in the subject panel; and such

management, which is related to students performance, can affect my

motivation to work.




Why?

B: Of course it has a close relationship with my work motivation. As a middle

manager, if the school administration and management can give clear

instructions and directions for me to manage the subject panel, it can

positively affect my work motivation (3.6).



B: The system of administration and management in this school cannot be

regarded as very clear but such unclearness can in return gives rooms and

flexibility for me to do my work. Since middle managers in different

subject panels may have their own patterns of management, such ‘not very

clear’ system allows them to work in their own ways. If the administration

and management are too systematic, middle managers can only follow the

155



instructions given by the school. In this way, the uniqueness of different

subject panels will be neglected. I think I will not have too much job

satisfaction if the situation is like this. However, clear instructions are

sometimes useful, especially for those middle managers who are not active

and only rely on school instructions to work.

Therefore, to me, clear instructions given by the school for routine and basic

work are necessary. Yet, school should give enough flexibility for me to do

some developmental work. In this way, I think I will work more happily

and I can have a higher work motivation (3.19).

Supervision



B: To a certain extent supervision has positive effects on work motivation. Such

supervision can make middle managers work harder towards the completion

of tasks. With supervision, middle managers are made to do at least some

basic tasks or basic requirements (3.7). However, its significance varies

with people. If middle managers themselves are enthusiastic in their work,

they will work vigorously even without such supervision. In this sense, the

significance of supervision to work motivation should not be overestimated.

A: Does the supervision on subject panel or committee in this school affect yourwork motivation? Why?

B: It has effects on my work motivation. Because of the supervision, I will

follow the school instructions and complete my work. I will not have bad

feelings to this supervision. This is because supervision is a necessity in the

school administrative system. As a middle manager, I may encounter

difficulties in my work if there is an absence of this supervision.

Income



B: As middle managers in school, the income is higher than the ordinary

teachers. Therefore, middle managers should bear more responsibilities on

the developmental work in school. It is not a desire to get higher income

which make me work harder. Rather, it is the relatively ‘higher’ income

level as a result of being a middle manager that makes me believe that I need

to do more (3.8).

156




Why?

B: I don’t think the recent salary cut will affect my work motivation. This is

indeed a social trend. If salary reduction can help the government, I am

willing to accept this. Therefore, salary cut is insignificant to my work

motivation.

Decision making



B: When school authority gives instructions to my subject panel, I like to

discuss these with my panel members and to search for the possible strengths

and weaknesses. After discussion, if we find the tasks worth doing, we will

work vigorously. If we find them not worth doing, we will reflect our

opinions back to the school authority. I think I will have higher work

motivation if we do it in this way.

If we really need to make decision ourselves, it needs to look at the results of

our discussion. If we have divergent opinions in a meeting, I will use more

time to discuss personally with my team members after the meeting so as to

persuade them. I will avoid making personal decision in a meeting in which

we have divergent opinions. I will try my best to discuss for certainconsensuses with my panel members before a final decision has been made in

a formal meeting (3.9).


Why?

B: I believe that the decision making style in our school can enhance my work

motivation. Since the school principal may not have full understanding on

the actual practice of our subject panel, she needs to seek opinions and

information from us. As a subject head, it is my responsibility to share my

opinions with her. Such sharing can in fact enhance my work motivation.

I do not mind the principal making the final decisions. In other words, as

long as I am able to give my opinions and participate in the decision making

process; and I feel that our principal is willing to listen and consider my

opinions, even though she makes the decision herself or the decisions are not

consistent with my opinions, my work motivation will not be negatively

affected. (3.20)

157



Recognition


work motivation?

B: I try to answer this by using an example which is not related to my subject

panel. The recognition as a result of managing the project work scheme

helps to increase my job satisfaction. This is because the scheme allows me a

lot of flexibility to do my work. During the process of exploration, I get a lot

of satisfaction. The recognition from teachers, though not all, on the direction

of this scheme gives me a lot of job satisfaction, too.

In the management of the History subject panel, since many of the work are

routine and administrative in nature, there are limited stimulations for me to do

the developmental works. Perhaps the CMI issue mentioned before may be

one of the limited examples that I can illustrate to you.


Why?

B: The job satisfaction obtained from students’ recognition helps enhance my

work motivation. Such recognition can be reflected by the number of

students taking History in the senior forms, their academic performances in

public examination, students’ willingness to share learning after school etc.,

all these are important to my work motivation.




results?

B: Frankly speaking, I find it difficult to recall any particular events, apart from

the CMI issue I have mentioned before. For the issue of swapping CMI in

teaching History (3.10), it took years to persuade our principal, our senior

subject teachers etc. to accept my idea. Although I believe that the change of

CMI is inevitable as the English language performance of students at that time

were not very satisfactory, I still had strong struggle on my mind when I

considered some practical measures such as the availability of notes in

Chinese, the capability of teachers using CMI in teaching History etc. For

the sake of students’ benefits, I decided to make this change (3.11). With

strong belief in mind, though with a lot of uncertainties and worries before the

change, the final outcome proved to be successful; this indeed made me feel

particularly happy.

158




B: I felt happy during the process. I also had a sense of challenge for the work.

On the one hand, it was a difficult task. On the other hand, I could have

chance to succeed. This kind of ‘optimal challenge’ gave me very special

feeling (3.12). Our successful experience in using CMI in teaching History

set a good example for others to follow. In this sense, I also had a good

feeling that my work is really significant to the school (3.13).



B: Yes, of course this feeling can represent my high motivation to work on the

task.


work?？

B: As a HKCEE marker for years, I have noticed the decline of English language

proficiency of students in Hong Kong and our school is not an exception. In

this sense, I believe that an earlier change of using CMI in teaching and

learning History can benefit our students. Therefore, the concern on

students’ benefits enhances my determination and motivation to make such

change (3.15). Moreover, since it is my belief that such change is indeednecessary, it is a sense of ‘necessity’ that makes me work persistently

throughout the way (3.16).


not?

B: As a middle-manager in History panel, this kind of feeling is not that frequent.

The reasons may be that this panel, unlike Chinese language or English

language, is a small one that involves only a few teachers. Therefore, the

management required may not be that challenging. Moreover, apart from the

recent radical changes because of the curriculum reform, this subject did not

have too much changes, as required by the Education Department, over the

last ten years. As a result, the lack of stimulation outside lowered my

motivation to make changes for the subject. Besides, the management of this

subject is mainly focused on routine work; the lack of developmental work

also limits the happening of this ‘challenging feeling’ to me (3.14).

159



Appendix 6

Interview Transcript (4): Subject head of Geography

Work itself


persistently？

B: The work that can promote the subject matters, concepts and values to

students.



B: If the work is related to the subject matter, it can affect my work motivation

greatly. This is because this kind of work is worth doing and I can do it

happily.



B: Of course, it should be a harmonious relation. Moreover, a kind of

‘understanding’ relation among panel members is also important. Since

some works are imposed by school or EMB, these works will avoidably

increase teachers’ workload. If panel members understand that the worksare for the benefits of students, they will find them worth doing. As a

middle manager, such harmonious and understanding relations help enhance

my work motivation in managing the subject panel (4.1).



B: I think interpersonal relations have positive effect on my work motivation.

Panel members understand their roles as Geography teachers. The presence of

a harmonious and understanding relations in the subject panel enables us to

cooperate happily in work which in return gives me a satisfactory work

motivation (4.13).

Advancement


motivation? Why?

B: Generally speaking, whether promotion is a significant factor to work

motivation depends on if the subject itself is a promotion post. If it is a

promotion post, it may have positive effects on work motivation (4.2). To

160



me, when I think of work motivation, promotion is the factor that I will

consider the least. In fact, it is the subject itself, its values and students

factors that are closely related to my work motivation.

After the promotion to PGM, it causes problems to my work motivation in

the Geography subject panel. This is because the works related to PGM are

different from that of in the subject panel. It means that I have lesser time

to share with students on matters and values related to Geography; which

indeed hampers my work motivation in the subject panel very much (4.14).

Personal life


Why?

B: Basically, personal life has very slight effects on my work motivation in

school. Generally speaking, I manage to separate them because of rationality,

together with appropriate time management (4.15). Yet, I have to admit that

in case of very important or emergent family events, my work motivation will

be inevitably, to a certain extent, affected (4.3).

Achievement


pleasant?B: The achievement obtained from nurturing students’ overall development can

make me feel happy. If students are nurtured to have positive change in

value, rather than excellent academic results only, such achievement will

always make me feel happy.

In fact, during the process of nurturing students, effective middle

management can help promote effective communication between subject

teachers and subject head. It enables them to work vigorously with the same

end (4.4). In this sense, management has its contribution to work motivation.



B: Achievement can affect my work motivation. For example, during the 10th

and 15th

school anniversary, subject teachers and subject head all worked

together to do exhibitions for the subject. The feeling of completing the job

together gave us a lot of achievements. As we could all share the

achievement after the work, such sharing can enhance my work motivation

thereafter.

161






Why?

B: There is a close relationship between work motivation and school

administrative and managerial system, especially after the Quality Assurance

Inspection (QAI) two years ago. The QAI has made a lot of

recommendations that are related to the subject matters. The school has to

communicate these with subject panels by means of its school administrative

and managerial system. Through this system, subject panels understand

what they should do and they can do the follow-up work more vigorously.

Therefore, I think that there is a close relationship between work motivation

and the school administrative and managerial system.

In short, it is the QAI which strengthens the role of school administrative and

managerial system to subject panel heads. It becomes more and more

important in affecting their work motivation.



B: Recently, there have been a lot of meetings and paper work requirements

made by the school administration and management to subject panels. After

the meeting or paper work, subject panels have to do appropriate follow-upwork. In this sense, these requirements may stimulate certain work

motivation but I don’t think such motivation is a kind of positive motivation

because it is a result of extrinsic rather than intrinsic factors (4.16).

Supervision



B: If the work being supervised is related to students’ interests and benefits, it

can enhance work motivation. If such linkage is not that tight, even the work

can be completed with clear supervision from school, the work motivation

involved will not be very high (4.5).



B: The supervision in this school does not have much effects on my work

motivation. To me, work motivation is a matter of intrinsic stimulation. In

fact, I will complete the job as required by school even though I think the job

is not that worth doing. The difference is that I will devote more effort to

162



those works which I think are worth doing. Therefore, to me, work

motivation is not related to the supervision (4.17).

Income



B: Generally speaking, there is a positive relationship between income and work

motivation, the higher the income, the greater the work motivation. This is

more obvious if the subject head is a Graduated Master (GM) than a Senior

Graduated Master (SGM) (4.6).


Why?

B: No, I have no particular feeling on the recent salary cut. As I have been

promoted recently, the salary cut does not result in any significant difference

on my income level. It will not affect me.

Decision making



B: I would like to have a decision made after sufficient discussion with my panel

members. In this way, the mutual communication involved can help eachother understand the difficulties and to tackle the problems (4.7). I think

this will result in a higher work motivation for all.


Why?

B: After discussing with the teachers, if the issue is found to be worth doing,

even it is the principal who makes the final decision, such type of decision

making is still positive to work motivation (4.18). However, if it is found

that the work is not worth doing after the discussion but the principal stillmade a decision that it should be done. In this case, I will still complete the

job for her but the work motivation involved will be uncertain.

Recognition


work motivation?

B: Generally speaking, the positive comments received from ‘external’ groups

such as parents etc. can help increase my work motivation. Apart from these

external groups, recognition from teachers and students may also help (4.8).

163



Promotion cannot be regarded as a kind of recognition because there are a lot

of reasons accounting for promotion and these reasons may not necessarily

relate to subject. In this sense, promotion may not mean that it is a

recognition of one’s good performance in the subject.


Why?

B: Yes, recognition must have effects on my work motivation. After being

recognized in school, such recognition can positively affect my work

motivation for at least half to one year. The effect is indeed great. This is

because recognition from others may imply that what I have decided or done

is right and is significant (4.19).




results?

B: I work very happily with my panel members in the implementation of

collaborative teaching. Although it is a policy imposed by the school, I do

believe that it is a method that can increase teachers’ professional

development in Geography. Moreover, students also understand that this

method is good to their learning. After a series of trials and errors, the resultis quite encouraging. It can really benefit both teachers and students. In other

words, even though it is a policy imposed by the school, as long as it matches

with my belief, and its positive outcomes match with my original

expectations, I can work happily throughout the whole process and thereafter.

164




B: I feel happy. Happiness is a result of increased communication and

understanding among subject members; and that we can solve the problems

together. Moreover, happiness is also due to the fact that students do benefit

from the change of this new teaching method (4.9). Furthermore, as a PGM

who advocated this teaching method at that time, the recognition received

from other subject panels on the effectiveness of this method really made me

feel very happy.

The feeling that the work is worth doing and it is feasible and workable. The

feeling that colleagues are cooperative to each other for planning, problem

solving etc. The feeling that the work is significant because it affects not only

the Geography subject panel but also the others (4.10). The feeling that this

work is recognized by others.



B: Yes, it is. Such feeling can reflect my good working motivation.


work?？

B: It is the colleagues’ recognition and good communication during the processof problem solving that give rise to my good relations with the subject

members (4.12).


not?

B: If subject management is put into consideration, this feeling is not that

frequent. But if it is a subject-based activity such as inter-school geography

exhibition, exhibitions in the school anniversary, I will have more of this

feeling (4.11).

165



Appendix 7

Interview Transcript (5): Coordinator of Guidance Committee

Work itself


persistently？

B: Developmental work which means that the work is new and innovative to

school (5.1).

Work which is student-targeted and is beneficial to students

Work in which I can lead my members’ involvement and participation (5.2).


subject

B: The guidance work itself can absolutely affect my work motivation. This is

because I like to see the growth and positive growth of the students and the

guidance work in school can match with this objective.



B: Committee members share the same vision and have consistent objectives.

They are willing to discuss sincerely on issues related to work and they arewilling to accept divergences or differences of each other. This kind of

interpersonal relations can make me work happily.

On the contrary, if members only want to avoid conflict and to work in

accordance with instructions only, even though it may result in a harmonious

relation, it is indeed not a good phenomenon (5.3).

In short, it is a trustful relation among committee members that is important

to work motivation.



B: The satisfactory and positive relations with my superiors and committee

members will not result in negative effects on my work motivation. Of

course, it is better if such relations can be developed positively further.

May be it is the absence of fatal or negative relations with my superiors and

committee members that makes me consider less about the relationship

between interpersonal relations and work motivation (5.15).

166



Advancement


motivation? Why?

B: Since I have been promoted already, this factor may not affect my work

motivation very much. Rather, it is the pressure of the SGM status after

promotion that makes me demand more for my work (5.16).

For those GM teachers who have high educational passions and enjoy their

teaching life very much, advancement may not be that important to them.

Personal life


Why?

B: Personal life can have some effects on school work but it may not affect the

work motivation. A change in personal life such as having a baby to the

family requires me to make adjustment to my schoolwork. However, such

adjustment may not necessarily mean that my work motivation will be

affected (5.17)

Achievement


pleasant?B: Achievement resulted from doing some developmental guidance work and

observing students’ positive growth. In other words, the achievements

which are related to the successful guidance work will always make me feel

happy (5.4).



B: The achievements in guidance work have positive effects on my work

motivation. The effectiveness of guidance work in helping students’ growthand the establishment of developmental guidance programs give me a lot of

confidence and encouragement which in turn enhance my work motivation.




Why?

B: There is positive and close relationship between school administrative and

managerial system and work motivation. A sound school administrative and

167



managerial system can help the effectiveness of the guidance work. As long

as I feel the system is helpful to the guidance work, it is positive to my work

motivation (5.5).



B: Since the existing administrative and managerial system in this school does

not create too many obstacles to my work, it helps keep my work motivation.

Of course, it is more desirable if the system can be more supportive (5.18).

Since collaboration among different sectors in school is important for the

holistic development of students, the existing problem in this school is that

such cooperation and coordination are not enough. Although the school

administrative and managerial system can improve the communication

among different sectors in this school, it fails to integrate these sectors

together and establish shared visions.

Supervision



B: Supervision does not have too much impacts on work motivation. This is

because; personally I concern more on the students’ learning outcomes than

the supervision from above.A: Does the supervision on subject panel or committee in this school affect your


B: Since the supervision in school is in its infant stage only, supervisors

themselves understand our difficulties and they aim to get us familiar with the

operation first and therefore they show a lot of ‘understanding’ during the

process of supervision. As a result, supervision will not cause pressure or

impetus to my work (5.19).

Income



B: For those who have not yet been promoted, income may be an important

factor to work motivation because the income difference between a

Graduated Master (GM) and a Senior Graduated Master (SGM) is indeed

very great (5.6). However, such importance relies very much on the chance

of promotion that is affected by many factors such as the number of

promotion posts in school, the school staffing etc. while performance of work

168



is only one of the considerations. In this sense, even income may be an

important factor to work motivation; such importance will be offset if the

chance for promotion is limited. Therefore, it is the chance of promotion,

rather than the income, which is important to work motivation.

For those who have already been promoted, the increased income, which is

far higher than before, will create a kind of moral pressure on work. It is in

this sense that it may enhance work motivation (5.7).


Why?

B: The recent salary cut in Hong Kong does not affect my work motivation.

Firstly, we are a group of people in Hong Kong who do not worry too much

about the problem unemployment. We should be satisfied with this

situation. Secondly, the income of teachers in Hong Kong is indeed

overpaid and therefore a bit cut is acceptable (5.20).

Decision making



B: Collective decision-making can enhance the work motivation of middle

managers. That is to say, middle managers share their opinions and make

decisions together with the school authority. This kind of decision-makingprocess is desirable to middle managers.


Why?

B: To a certain extent, the school authority is able to do some collective

decision-making practices. Although the principal is the one who makes the

final decision, we are able to discuss the school issues together and our

opinions are respected and put into considerations. To improve the quality

of decision-making, school leaders should be able to set clear direction for

discussion and to rank the priority of issues for discussion.

However, it is worth noting the above arrangement of decision-making is still

negative to my work motivation because it is not promising that the decision

made by the principal herself is consistent with our preferences. It is

through the process of collective participation and also collective

decision-making that the decision resulted can include the elements brought

about by the middle-managers (5.21).

169



Recognition


work motivation?

B: Willing to accept my opinions can be regarded as a kind of recognition to me.

This is important to my work motivation (5.8).


Why?

B: Yes, recognition greatly affects my work motivation. This is because it

show s that the school leader is willing to consider or accept my opinions

made to the school (5.22).




results?

B: It is the training of a group of Form three and four students as peer councilors

every year. On the one hand, it is noticed that these students have positive

personal growth for themselves (5.9); and on the other hand, they are also

helpful to the personal growth of the lower form schoolmates.

A: What was your feeling when doing this task(s)?B: Sense of satisfaction and happiness obtained because of the developmental

and innovative work leading to the positive growth of students (5.10).



B: Yes, it is. This is because the feeling means to me that my work is

significant to students.


work?？

B: The outcomes of the work show that it is significant. It is the most

important reason (5.14).

Team members share and work together towards the same objectives. (5.12)

The school can provide me a favourable environment to fulfill the objectives

of the work (5.13).

170



Appendix 8

Interview Transcript (6): Coordinator of Extra-curricular Activities

Committee

Work itself


persistently？

B: It depends on the work nature. If the work allows me to have more

autonomy, more elaboration and more variety, I can work vigorously. On

the contrary, if the work is repetitive with formalities and paperwork, my

work motivation will be worse off (6.1). These two types of work nature

can give me different work motivation.



B: As an ECA coordinator, I can experience these two types of work nature in

school. On the one hand, I need to brief every year for the organization of

ECA clubs, the necessary formalities involved in the recruitment of new

members, the ways of filling in the ECA forms and the procedure of

submitting ECA reports etc. On the other hand, I have a lot of autonomous

in deciding the annual ECA plan in school (6.15), for examples, I can decideif certain activities are worth doing or not, I can decide if certain new

activities can be introduced to school etc.



B: A harmonious interpersonal relations is ideal to my work motivation.

Besides, interpersonal relations that reflect mutual communication can also

stimulate me to work continuously. However, if committee members only

work for their owns and do not care for each other, the lack of mutual

communication and support will give rise to a feeling of loneliness which is

not that ideal to my work motivation (6.2). Worse still, if the school

atmosphere is full of negative criticism, rumors etc., the interpersonal

relations resulted are undoubtedly negative to work motivation.



B: The interpersonal relations I have with my superiors are good. They give

me a lot of flexibility in work. Even though sometimes I need to comply

172



with certain school policies, I am willing to do so because the requests are

reasonable and the guidelines are clear and affluent. Instead of setting strict

objectives to achieve, my superiors usually give me encouragement and allow

plenty of rooms for me to make my own decisions. I feel comfortable

because of this kind of interpersonal relations with my superiors. Above all,

the feeling of being respect and no feeling of being hurt help enhance my

work motivation very much.

In fact, I use the same approach in cultivating the relations with my

committee members. I will observe their workload; allocate their works by

considering also their works in other aspects such as teaching duties. My

subordinates are very constructive, they always give valuable advices to me

and they support me very much (6.16).

Advancement


motivation? Why?

B: I will not consider advancement as a factor that will affect my work

motivation. At the time when I got into this educational field, I just wanted

to make some contributions to the school. As time went by and my work

has been recognized by the school authority, I was promoted to a higher rank.

Therefore, to me, advancement can be considered as a bonus to my work, nota factor that affects my work motivation

In fact, advancement may sometimes upset my original work. For example,

after the promotion to ECA master, I have been occupied by a lot of

administrative work. In other words, less time is available for me to deal

with the dance group and the PE subject, which are indeed the sources of my

work motivation. As a result, I need to make appropriate adjustment on my

working timetable and the priority of my work, for examples, I need to hire

outside coaches to promote other sports so that I can have more time to deal

with other work. In fact, it may say that it is after the advancement that

motivates me to re-plan my work (6.17).

Personal life


Why?

B: To me, personal life has positive effects on my work motivation. The

experiences of my sons participating in ECA make me believe that ECA is a

necessity in school. Therefore, as an ECA coordinator in school, I need to

173



do a good job in this aspect (6.3). On the contrary, my wife may say that

family activities are more important than school activities in weekend. If I

ask my committee members to do the work for me during the weekend, they

may not be happy. Therefore, I will take up the jobs myself or share with

those committee members who are willing to help during the weekend.

Generally speaking, my committee members are very supportive in this

aspect.

Achievement


pleasant?

B: The achievement which is related to a group of Form 6 student who are

willing to take up their roles as student-leaders after the leadership training

program; and are eager to promote ECA in school (6.5), though the fact that

they are limited by resources and leadership ability; such achievement will

always make me feel happy.



B: The achievement obtained in ECA management can positively affect my

work motivation. If I found out that the training I offered to the

student-leaders was not that sufficient, it could give me stimulation to work better and in a vigorous manner.




Why?

B:

I feel comfortable with a simple school administrative and managerialstructure in which the work required to middle managers should not be

repetitive. Repetitive work means that I need to do the same thing several

times because of the needs of different sections in school.

If it is a simple structure without ‘repetitive’ work, at least I will not have bad

feelings on my work (6.4). Therefore, I can be more concentrated on the

work which is significant to me. In this sense, it means that a simple school

administrative structure can reduce my discontent on work so that my work

motivation will not be hurt. However, it does not necessarily mean that my

motivation must be enhanced because of this simple structure.

174





B: As for the administrative structure in this school, if the decision making

process can be made simplifier further, it will be better. In the present

pattern, a decision-making may involve teachers from different sectors of the

school such as ECA, guidance, discipline etc. But if the issues are not that

job-related with ECA, the opinions I give may not be that professional.

Therefore, the involvement of me in the discussion may not be that

constructive, though the fact that I will attend the discussion meeting to show

my respect to the invitation. I would rather prefer the school making the

decision itself if it is the case mentioned above.

The present school administration is clearer than before. The division of

manpower is more precise than before. It is indeed a progress. A more

clear school administration enables my work to be done more smoothly. I

know where to seek help, to report the activities etc. Because of this, my

work motivation is not bad in general (6.18).

Supervision



B: Appropriate supervision is good or otherwise the working direction will belost more easily. But supervision will not be an impetus to work motivation.

It is the feasibility and significance of the work that are influential to work

motivation. If work motivation is a result of supervision, it may not be a

good phenomenon (6.7).

An appropriate supervision, to my view, is the supervision that is feasible and

simple. This kind of supervision will not cause harms to work motivation.

If the supervision is too complicated, for example, with the use of a lot of

measurement tools, such supervision may negatively affect work motivation.



B: The supervision in this school does not affect my work motivation. This is

because I only work in accordance with the performance of my students, with

a view to maintaining or improving their performance level. If constructive

advices have been given after supervision, I will follow them in order to make

further improvement. But I will not view supervision as important factor

that can affect my work motivation. To me, students’ performance in activities

175



and their actual outcomes are two important considerations that affect greatly

my work motivation.

Since the supervision in this school is very respectful to human nature, it does

not hurt my work motivation (6.19).

Income



B: The income increased after promotion is only a bonus to teachers’ work, not a

factor to increase their work motivation. This is because the income level of

teachers is high enough for them to have a satisfactory life. Whether higher

income will increase their work motivation is indeed doubtful. Therefore,

income is insignificant to work motivation (6.6).


Why?

B: The income cut will not affect my work motivation. In fact, the cost of

living in Hong Kong also decreases because of the poor economic conditions.

In this sense, the salary cut can still maintain my standard of living (6.20).

In short, the increase or decrease in income, if not affect my standard of living

significantly, will not have too much effects on my work motivation.

Decision making



B: A decision made after discussion is ideal to my work motivation. If it is a

decision made solely from above without discussion from below, the quality

of the decision will not be guaranteed. If it is a decision made by mass

consensus, it must have a reasonable ground for the decision. Therefore,

even if such decision may go against my own view, I will accept this ground(6.9). But if such common ground is made from a group who does not have

enough experience and knowledge; and that the decision is incompatible to

my principled and beliefs, I will negotiate with them. If I can successfully

influence them,, that means the final decision may contain my own elements.


Why?

B: The style of decision making in this school affects me only slightly. As for

the decision that is related to ECA, for example, a decision to have ECA

lesson introduced recently, I will support this. If the final decision is made at

176



the expense of ECA, I will also accept this for the sake of the holistic

development of the school. In short, if the decision made by the principal

matches with my views on ECA, it will not have too much problems to me.

As a middle manager in school, I will not only concentrate on my own part, I

will look at the holistic development of the school. As long as our principal

is making decision in accordance with this mentality, even though the decision

is at the expense of ECA, I will still accept this type of decision making

style.(6.21)

Recognition


work motivation?

B: I like the recognition which is a kind of immediate verbal response to my

work. Just like many sports activities, team members’ immediate verbal

response after a score can stimulate motivation very much. Moreover, if one

can describe how good the score is, this kind of verbal recognition is more

significant to motivation (6.8). Although this recognition is only a ‘small’

action, it is the ‘immediate’ effect that can make me happy.


Why?

B: In this school, our principal gives more of this immediate verbal feedback tomy work than our colleagues. As a supervisor in school, it is natural that the

principal will give feedbacks to my work, if these feedbacks are positive and

immediate, I will be very happy about this.

If this kind of immediate and positive feedbacks are given by both the

principal and my colleagues, relatively speaking, I will be more happy if it is

coming from the principal. This is because sometimes the ‘recognition’

given by my colleagues may be a kind of ‘courtesy’ only. As for the

principal, she will be more objective in giving comments since she is the

supervisor in school. In this sense, the immediate and positive recognition

given by our principal will be more real and significant to me.




results?

B: It is the leadership training program organized every year in the school. This

is because it is a whole year program which involves a lot of designs,

177



dimensions of work and problems etc. which are all challenging to me (6.11).


B: Apart from the feeling of happiness and challenging, I also feel satisfied from

this work. (6.12)



B: It can say that such feelings illustrate that I can have good working motivation

on this job (6.10).


work?？

B: The objectives is realized or the mission is completed (6.14).


not?

B: I can have this feeling frequently. This is because there are a variety of

extra-curricular activities in school that I can observe the growth of students’

leadership ability. As a middle manager in ECA, it is the nature of ECA that

gives me a lot of opportunities to experience these feelings (6.13).

178



Appendix 9

Interview Transcript (7): Coordinator of Discipline Committee

Work itself


persistently？

B: Firstly, I never think of myself as a manager in school. Rather, I focus more

on the cooperation of my committee members and the coordination work

in-between. To manage, I need to guarantee the achievement of goals, to

supervise my committee members and to have effective monitoring on them.

But in school, it is not feasible to do so. Therefore, I stress collaboration in

work; that is to say, committee members are encouraged to help each other.

Generally speaking, the school environment cannot provide me with enough

support to act as a manager; for example, I have no power to fire those

members whose work is below standard; and I will not give bonus to those

who perform well in their work.

If the work in which all committee members are able to reach similar ideas,

participate in sharing opinions; support each other during the working process;

and there are some achievements resulted after the work; all these can push me

to work more vigorously (7.1).A: How does the work, including the work related to management, in your


B: The work nature should be like this: the work should be coordinated by a

unique ideology. If I think the ideology is good, I will stick to it

persistently, even though there may be oppositions around. In other words, I

myself will act as a ‘brain’, directing the work; while collaboration and

cooperation among committee members happen only in the implementation

part. This is because it is my belief that work can be done better with a

consistent ideology but it is very difficult to get one since different people

may have different ideas and opinions. In this sense, a ‘controlled’ ideology

proposed by me appears to be desirable. If work can be done in this way, it

will enhance my work motivation. This is because if I put forward an

ideology and my committee members help visualize it in action, it means that

what I think in my mind is really effective in practice.

179





B: Unlike commercial field, school cannot use strict way, such as kicking a

member out of a committee, to deal with colleagues who do not have

satisfactory performance in their works. This is because even the member

has been kicked out from the committee; the problems have not been solved

as long as that member is still in school. This member, who is a teacher in

school, still faces the difficulties of dealing with disciplinary problems of

students. Therefore, strict way appears to be ineffective.

Instead, I would rather use a kind of interpersonal relations which stress the

importance of encouragement and nurture so as to make the members more

active in the their works, though the fact that teachers may have diversities

among themselves. This approach is better than just kick him or her out of

the committee.

The relations established by using this approach will help committee

members value themselves more so that they will be more active in work.

Also, they will be happier because of these interpersonal relations.

However, it is worth noting that the establishment of this relations needs time

and effort; and the results are sometimes not that promising.


affect your work motivation?B: The interpersonal relations with my committee members have significant

effects on my work motivation. The good relations established can reduce a

lot of vexation that may appear in work. This means that good interpersonal

relations will bring no negative effects to my work motivation. Good

relations help promote work effectiveness. Though the fact that committee

members and I may not have 100 percent consensus on certain ideology, the

good communication among us is indeed positive to our work motivation as I

can have chances to explain to them in detail. In other words, good

interpersonal relations are the basic element for work motivation (7.12); once

we can establish consensus in work through effective communication, we can

work vigorously together.

180



Advancement


motivation? Why?

B: No matter it is before or after the promotion, advancement is a factor that is

insignificant to my work motivation. Before my promotion, I only had a

simple mind of doing my best in school. I had no intention of doing the

work well so as to get the promotion opportunities. After my promotion, I

still keep my belief of working, that is, do what I believe to be good to the

students. I only aim at doing something that may have educational

implications to students.:

Though the fact that I will not relate work to money or authority, others my

think in this way. Therefore, promotion may be a burden, instead of a

motivation, to my work (7.13). In fact, I have made request to the principal

to return me back to a GM status but in vain.

Therefore it may say that no matter it is before or after the advancement or

promotion, it has no significant effect on my work motivation. Instead, it

may create burden to me after I have been promoted.

Personal life


Why?B: In the past, personal life might not affect my work or work motivation in

school because I have tried my best to make a clear separation between them.

Yet, as my children have promoted to secondary school, the ways how they

behave may have projection on my work in school (7.2). In this sense,

personal life may, to a certain extent, affect my work motivation though the

fact that such impacts may be indirect in nature (7.14).

Achievement


pleasant?

B: The achievement in a factory is the production of high quality product. The

achievement in a company is the good performance of its shares. As for the

discipline committee in school, achievement can be reflected by a group of

committee members who work with good collaboration under my

coordination (7.4). The ultimate outcome is the formation of a group of

students who behave well, understand and identify clearly their roles as

students and show concerns to others (7.3).

181



Supervision



B: Perhaps I am also an Arts teacher in school, I like freedom and therefore I

don’t like any kinds of supervision on my work, no matter whether this

supervision is goodly-intended or not. Although I admit that supervision is

necessary in an organization for effective management, it is insignificant to

work motivation (7.5). This is because I believe that responsibility to do

things which are good and worth for students is more important.



B: In the past, the supervision in this school was not very tight as it stressed the

importance of human trust. Now, the supervision becomes more systematic

and it involves a lot of documentary work. As a coordinator in discipline

committee, it means to me that I need more time to deal with the documentary

work at the expense of the worthwhile work related to students. In this

sense, the systematic supervision limits my freedom and creativity in work,

which is unfavourable to my work motivation. However, if self-reflection

appears during the process of handling the documentary work, such reflection

may be good to work motivation (7.17). Therefore, the effects of supervision

on my work motivation is indeed uncertain.

Income



B: In the short run, income may have certain effects on work motivation because

income is the reward to one’s contribution to work. However, in the long

run, the effect of a further increase in income on work motivation will not be

so great as compared with the short run situation. In the long run, it is the

sense of achievement and the need of self-fulfillment of doing something

worthwhile and significant that are important to work motivation.


Why?

B: Salary cut does not have any effects on my work motivation. Frankly

speaking, the feeling of salary cut must not be good. But compared with

others who cannot find jobs outside, we are far better than them. My work

motivation does not change before and after the salary cut. Indeed, more

work has been done by our committee even after the salary cut.

183



Decision making



B: Firstly, when I think of something which is worth doing, I will put forward for

discussion with other coordinators in the discipline committee with a view of

getting consensus. Then, I will discuss for its feasibility with my committee

members. After that, I will introduce and share this with all teachers in

school. In other words, a decision will be made within the ‘leadership group’

in the discipline committee while teachers as a whole need to understand the

work and help for its implementation by referring to the clear instructions

given by the discipline committee. I think this kind of decision-making is

more effective. Even though it may encounter difficulties during the process,

for examples, some teachers may not totally accept the ideas behind, negative

comments on the work may be heard etc., such difficulties will not hurt my

work motivation.


Why?

B: In this school, the school authority will seek advices from middle-managers

on school issues but the final decision is still kept in the hand of the principal.

This decision making style may not enhance my work motivation. This is

because it is not promising that what I have reflected to the school authoritycan be reflected back in the final decision. Worse still, the decision

sometimes may run against my views (7.18).

Recognition


work motivation?

B: Sincere and supportive recognition are the most valuable recognition.

Sincere recognition means that those people who recognize me really

understand the effectiveness of my work and that the results of the work are

consistent with the objectives. Supportive recognition can be reflected by

the whole-hearted support during the process of the work. All these are good

to my work motivation (7.6).


Why?

B: The sincere and supportive recognition obtained in this school can help

enhance my work motivation. For example, though we have encountered a

lot of difficulties inside and outside school when dealing with the recent

184



summer uniform issue, our principal shows her real support during the whole

process. I feel really good about this.




results?

B: Generally speaking, as a discipline teacher I have encountered more unhappy

things than happy things. To me, the event that made me feel very happy

was related to students, not management of the committee. I remember that

few years ago there were a group of students who were very naughty,

destructive, poorly behave and did not take advices from school. Although it

appeared to be a very difficult job to discipline them, I tried to get into their

life, go traveling with them, and play with them in order to understand them

more. A few years after their graduation in our school, when I heard that

someone is a cook now, someone is a policeman now; I feel very happy (7.7)

because what I have done to him or her are indeed very significant.

Therefore, it is the students’ issue, not management issue, that I can have more

happy experiences. Therefore, I have to point out that management can help

indirectly only.


B: Happy and satisfied, it is really difficult to describe the feeling.



B: Yes, it may be the case. After getting positive comments from students, I got

this feeling. It helps quite a lot to my work motivation (7.8).A: Look back, could you find reasons to explain why you were motivated to

work?？

B: A sense of individual responsibility pushes me to do something to help

students who have problems in school. As a discipline teacher, it is my

mission to make students not to learn bad things and not to be bad guys in

society in the future (7.10). Therefore, in a higher sense, it may be my

mission that motivates my work. Objectively speaking, a good school

system which stresses more on human touch also helps motivate my work

(7.11).

185




not?

B: I always have this kind of feeling. Every year, there are some graduated

students who come back to school and share with me their ways of life after

graduation. Every time after the sharing, I always have sweet feelings for a

long time. This is because I believe that my teaching to them in the past is

really useful and significant to them after their graduation in school (7.9).

186



Appendix 10

Interview Transcript (8): Coordinator of Careers Committee

Work itself


persistently？

B: If the work has clear objective, target and direction; and the work is feasible in

implementation, this kind of work can enhance my work motivation (8.1); for

example, the subject selection for Form three students belongs to this kind of

work.



B: The management work in careers can to a certain extent affect my work

motivation. For examples, good filing of work and activities are helpful as

they act as references for work in the future. During the actual

implementation of the work and activities, systematic recording is necessary.

This is because these records may act as reference for others or myself in the

future. They can also act as a base for evaluation of the work and activities.

The reports are also useful materials for the development of the committee

etc.



B: It is difficult to say. This is because different people may have different

interests in work. The division of manpower in school may not guarantee

that those appointed to a task must match with their own interests. Of

course, if the job or work matches with his or her own interests, it is good.

People have different personalities: some like to follow rules to work; some

need more development and elaboration of their own etc. Therefore, it is a

difficult task to deal with interpersonal relations. In fact, I am not that good in

this aspect. It is difficult to handle because of the complexity in

interpersonal relations. Yet, I have to say that although it is a difficult and

complicated issue, it is an important factor in affecting work motivation.



B: The interpersonal relations I experience in the committee discourage a bit my

work motivation. Because of friendship, some committee members who are

187



indeed good friends of me promised to do a task but they might just get the

work done and might not have wholehearted devotion to it. May be they did

not have interest in the job so they only did it superficially. Job can be

completed but the way how they handle the work may negatively affect our

friendship.

Advancement


motivation? Why?

B: I think it will affect work motivation. In other schools, teachers can show to

the school authority of their interests in promotion if they believe that they

are performing well in certain aspects. This may positively affect their work

motivations. In our school, if teachers themselves are not aggressive or if

their good performances have not been observed by the school authority, their

chances of promotion or advancement will be missed. Therefore, if there is

a channel for teachers to show their preferences or interests in promotion, it

may help a bit their work motivations.

Personal life


Why?B: Personal life and work motivation will affect each other. Objectively

speaking, it will affect the usage of the time between the two. Subjectively

speaking, it will affect the human emotion (8.2).

Achievement


pleasant?

B:

Frankly speaking, I don’t feel much achievement from my work. This isbecause, to me, achievement means that the original objectives of the work

can be achieved largely after the completion of the work.

Generally speaking, if the work is related to careers and is really helpful to

students; and if the original objectives can be achieved, such achievement

can make me work more vigorously (8.3). However, if the original

objectives cannot be achieved or they are sidetracked in some ways, though

the work has been completed in the end, the work motivation that it can

generate is indeed doubtful.

188





B: If what I intend to achieve from the work cannot be fulfilled, it will have

effects on my work motivation. For example, in the activity of mock

HKCEE release day, I intend to achieve the objectives year by year. In this

sense, the quality of the work should be improved year by year too.

However, it appears that the work is handled with the mentality of ‘do it

because I have to complete it’, it may negatively affect my work motivation.




Why?

B: In the school administrative and managerial system, it is the allocation of

manpower that is important to my work motivation. This is because it will

affect the development of the Careers committee. If those teachers who are

allocated to the committee have interest in the work, it will be good to the

committee. In other words, there is a close relationship between school

administrative and managerial system and work motivation of members in the

careers committee. If the allocation of manpower can help the development

of the careers committee; I will have good working motivation (8.4).A: Does the administrative and managerial system in this school affect your


B: It may sometimes affect my work motivation. If I encountered difficulties in

managing the careers committee and the school administrative and

managerial system is not supportive enough, it will negatively affect my work

motivation. It is team work with effective sharing and communication

among members that are important to my work motivation.

Although the objectives of careers education in school have been listed

clearly and committee members have been allocated to carry out their

specific domains in different forms, the outcomes are not very satisfactory.

Because of these problems, I have to enrich myself by looking at the foreign

countries’ experiences and bring back these to the committee. This is how I

am motivated to develop the careers’ work in school. Therefore, if the

school administration and management can show clearly what the careers

committee should do, I will be highly motivated to develop something to

achieve these ends, though the fact that I may have difficulties in managing

the committee.

189



Supervision



B: Supervision is necessary and important to work motivation. It may create

pressure but it may help enhance work motivation (8.5).



B: The supervision in this school is very generous. It can be stronger, especially

in dealing with some important and global school issues.

Income



B: In business, it may be a case that higher income will lead to higher work

motivation. But in educational field, it may not be the case. The past

experiences in other schools showed me that the relationship between income

and work motivation will not be that close in the educational field (8.6).


Why?

B: I have not thought about this, I have no feeling about this.

Decision making



B: I do not think central decision made by the principal himself or herself will

make me work happier. Although it appears that decision made by group

consensus after thorough discussion, cultivation and communication is

desirable, it is important to note that such decision-making process takes time.

If the principal seeks our advices via discussion but he or she will make thefinal discussion; I would prefer him or her not finding me to give advices.

I would treasure giving my opinions to the school authority, on the condition

that they are sincerely and seriously considered and that at least a part of these

are included in the final decision, even though such decision is made by the

school authority solely. If none of my opinions are included, I would like the

school authority explain the reasons to me before any finalization has been

made (8.7).

190




Why?

B: The decision made by the school authority will affect my work motivation.

Some decision made by the school, for example, the decision not to allocate a

Chinese language teacher to the Careers committee, may not be favourable to

my work motivation. Committee members will question why I am not able

to influence the school. Therefore, I need to explain to them that it is beyond

my control as the final decision is made by the school authority (8.11).

Recognition


work motivation?

B: Recognition must be specific, no matter what are the means these recognitions

reach me. In other words, I should know very clearly from the recognition

that in which parts of my work are worth appreciation. This specialization

may illustrate that the recognitions are real and they are not a show of

‘courtesy’ only (8.8).


Why?

B: Of course it will affect my work motivation. Recognition means that the

feedbacks to my work are positive; it shows that what I have done is correct,worth and significant. Therefore, I will have good motivation to aim at

higher (8.12) and continue doing the work after getting such recognition. This

‘aim at higher’ means that I am motivated to the work.




results?B: Not many indeed. Frankly speaking, I work vigorously in the process of

making the careers pamphlets to students, though the fact that the outcomes

showed that objectives were not really achieved.


B: During the process, I felt pleasant and happy (8.9).

191





B: I admit that the feeling of happiness and pleasure mean to me that I work with

good motivation on the task.


work?？

B: The main reason is that students can get something from my work, that is to

say, students’ career awareness has been raised by my work (8.10).


not?

B: Such kind of feeling diminishes as time goes by. I have to say peer’s

support and school’s support are not enough indeed.

Factors Effecting Motivation of Middle Levele Managers

Documents

Transcript of Factors Effecting Motivation of Middle Levele Managers