1. Trade Science Revieui 2:2 (2014) 39 - 50
ISSM: 1S59.366E CVCU'STSREFFECT OF REMUNERATION
AND LEADERSHIP STYLE TO MOTIVATION OF TEACHERS - RESEARCH IN BINH DINH
Mai T h a n h L a n Vietnam University of Commerce
EmaU: [email protected]
Recaved: S"^ September 2014 Revised: 1 8 ^ September 2014 T ^ % ractical research shows that there are many factors that affect on the motivation of teachers, especial-
^fc ly in the current context. A number of factors may be mentioned such as remuneration, working condi- tions, leamers. leadership style, personality, ... Within the scope of this paper, the author conducted the study to find out the effects the two factors that remuneration and leadership style on the motivation of teachers in the Binh Dinh province. Then, the author proposed a number of recommendations to enhance the motivation of teach- ers on this locality.
Keywords: motivation, remuneration, leadership styles, teachers, Binh Dinh Province.
^1 1. Introduction
Resohition of the National Party Congress XI asserted: "Development of education is a top national B poUcy. Innovation conq)reheiisive basic education in Vietnam towards standardization, modernization, [9 socialization, democratization and intemational inte-
gration ". To iimovative basic and comprehensive edu- cation should be conducted in a uniform lot of solu- tions. In particular, the teachers can be seen as the key stage and crucial for improving the quaUty of educa- tion. In order to make a substantial improvement to the teachers, to build a team of teachers who spend their whole time in tiie education, the govemment should have more effective policy in motivating them. But the fects showed fliat fliere are many Umitations in moti- vation policies for teachers. So the research on moti- vation of teachers in tiie present context is really nec- essaty, to provide suggestions for poUcy development process remuneration of teachers, motivating tiie teachers wholeheartedly, fiiU attention to flieir worit, contributing significantiy to flie countty's education reform.
2. Literature review
2.1. An overview of relevant research There has been a lot of research focused on topics related to motivation for teachers. A number of studies including:
Shaon's research (1998) shows that the leaders, especiaUy leaders directiy affect job satisfaction of teachers, the high level of unsatisfaction was showed when teachers have to work under the poor leadership (Incompetence, apathy, not canng about others). Study of Eyal and Roth (2011) has demonstrated leadership, leadership style, poUcy management, colleagues have great influence on the motivation of teachers.
Anderson (2003) carried out research on the motiva- tion of faciUty in the field of science and technology in Belgium, the result showed that there are six mam fac- tors affecting the motivation including nationality, age, gender, seniority, qualifications, the provisions in the motivational and income. Mobr & Zoghi (2008) said that like many other professions, income is a factor to be concerned with the majority of teachers. Research of Davis & Wilson (2000) indicated working condi- tions such as woric environment and the classroom
_TRADE SCIENCE 'REVIEW
Trode Science Revieui ISSN: 1 8 S » ^ CVCU'STSR
environment (Ughting, sanitation, equqmient for teach- ing and leaming) that affect on the teachers. If tfie above conditions are not good not only affect the psy- chological but also affe^ on tbe health of teachers.
Mohr & Zoghi (2008) focused research on the factors affecting the level of job satis&ction of teachers at tfie University of Bu-AU Sina, studies have shown tfiat tiie job itself is the biggest fector have the greatest i n t a c t on satisfaction. However, tiie working conditions fac- tor have the lowest inqiact The sttuly also shows flie demognqihic characteristics such as age, seniority, ...
also related to the level of job satisfaction in general.
Gupta, Gupta, & Commerce (2010) showed the strongest impact factor to job satisfection of teachers in univeisities in the context of researeh is tfie work itself, the woric gives them the autonomy and flexibility.
Detected in studies of Shah, Muhammad et al (2012) have also indicated a close relationship satisfaction in the woric of teachers with intrinsic motivation of their work. If teachers woric under high pressure that leads to great stress, thereby limiting their motivation. G i ^ t a et al. (2010) also pointed out opportunities for leam- ing, professional growth factor following a strong impact on job motivation of teachers. If teachers have the opportunity to see their woric will be motivated to woric better, more responsible for their own organiza- tions. Gupta et al. (2010) m their study also foimd that social recognition ofthe profession is one ofthe essen- tial and core factor that affect on the job satisfaction of teachers. At the time of the two stodies also showed that job satisfaction of teachers can be changed accord- ing to age and seniority, with differences in job satis- faction between male teachers and female teachers.
The male lecturer with the low satisfied tend to find anotfierjob. Marital status fectors do not affect the job satisfaction of teachers.
Researeh by Gupta et al. (2010) showed tfiat flie work environment, workmg atmosphere can affect tfie motivation of teachers. Alam & Farid (2011) choose the sample witii 80 teachers in 10 high schools in the Rawapindi city in order to find tiie fectors affecting motivation ofthe teachers in these schools. The results showed that most ofthe teachers had difficulty m life and tfie disproportionated payment made them dissat- isfied at their woric. Also in this stody the authors found that teachers are not happy with flie attitude of pupils and students. These are factors tfiat affect tibe
^ TRADE SCIENCE = ^ = = ^ ^ ^ = ^ = ^
* REVIEW
motivation of teachers. Those factors that was men- tioned in this researeh had tfie different fiom OOBJ other professions. (Inamitilah, Hussam, & Ud Din, 2011) and his colleagues have studied and indicated tiiat if the school has financial incentives for teachen in their work will make them better morale, fliis will cause enhance work efficiency. At tfie same time tbe author and his coUeagues also found that the social stt tus of the teaching profession fltet affect job peritHin- ance of teachers. The social status also can be seen as the factors help the teachers stick with their careers over. However, the author found that their is not much researeh on the desire ofthe faciUty of social status.
In this regard, the scientists in the countty also hu some studies, but not much. These include a number of stodles such as: Pham Hong Quang (2010) conducted the researeh to find the motivation for the university lecturer in the current concUtions. Research of Nguyen Trong Hoa (2010) mentioned about the non-economic factors to motivate teachers of primaty schools in Thanh Thuy district, Phu Tho province. Nguyen Van Luot (2011) did the study pointed out tfie &cbHS affecting the motivation of preschool teachers in three provinces of Hai Duong, Vinh Phuc, Bac Ninh includ- ing factors subjective and objective factors... NgiQVD, Thi Thu Thuy (2011), exammed tfie factors tfiat i n p i on job satisfaction of lecturers in Ho Chi Mmh City, The results showed that, in general, the lecturers in tiie Ho Chi Minh city were not satisfied with their worit;
and there are four main factors impact on the lecturers' satisfaction in the san^ile included: job charactenstics, income, leaders and colleagues. Nguyen Quang Kinb (2011) in the study of Government policy for second- aty teachers have analyzed the challenging problem due to economic development - social developmeot in general teachers that created some challenges that edu- cation field feces in the c^iacity building high coaif^
tent teachers and motivate thetiL Stody of NgiqnD Thuy Dung (2012) found flie relationship related to the quality of education between teacher and student.
Thus, there have been ntmierous intemal and abroad studies on teacher's motivaticm. Those research showed fliat a number of factors aflfect on flie teacher's motiva- tion included: the jcA> itself; income (sahuy and bans);
Working conditions; Woric environment; Learning opportiinlties, professional development; Social status;
Students (leameis); CoUeagues (relationships and siif-
rocte Science Review ISSN: 1859-3666 CVCU'STSR
ort m woriring among peers); TTie 1 . ,
hip styles; PoUcy (q>ecified m flie motivational andticome); Age, gaider, senicMity, qualificatiwis.
In this study, the authors focused on tbe influence 'f two fectors: compensation and leadership style to he teacher's motivation m the present context, a case tudy in Binh Dinh - middle area in Vietnam.
2.Z Define the variables studied i. Working Motivation
The study of motivation is a t t ^ c attracting a lot of dentists, researchers interested. There are many theo- Ics about tbe motivation for employees as Maslow's heoty, two fectors theory of Herzbezg ... Richard 4.Stee & Lyman WPorter (1983) suggested that voildng motivation is the desire and willingness of voricers to intensify its efforts towards the achieve- nent of organizational goals, is the inqiulse, consisten- y and pCTsistence in tiie course of work. Chang (1996) uggested tfiat motivation is intemal processes lead to in individual's actions. Motivation is the process of Energizing employees to achieve business goals b r o i ^ clear method (Ray, 2011). In the seU-detenni- lation theoty, (Ryan & Deci, 2000) confirmed that the notivation of employees are divided into several cate-
;ories, motivation is tiie basis factor for the operatir^
)f woricers. In particular, the desire to have the right to elf-determination, seff-control or coercion are tfie nain reasons of tiie enq>loyee's motivation. Seff-detCT- ni nation theoty lefets to the origin of the formation lynamics of teachers:
First, the motivation of teachers is formed by exter-
lal stimuUty (External Motivation). In particular, tbe Dipact from the outside as punishmait, threat (w reward .. the extonal fectore that aflfect on the motivation of eacheis. However, accordmg to researcheis Ryan and
ZoaoiVL (1989), if flie motivation of flie teachers areramed in this way, fliey will cady p«fbnn their acts rtien fliey found tiireatened, sanctioned points.
Sectmd, seff-detenmnation thetay showed flie other
bim of die teacher's motivauoo tiiat is due to dieir eceipt and evaluation of otiier pet^le on flieir actions inuojected motivation). These motivation's factors are brmed because fliey want to avoid bemg guilt, diame, or KS of value as weU as desire to be qipreciated by flwse round him. However, if flie motivation of teacher was oimed in tfiis way despite no longer bemg affected by xternal factors, but tiiese engines are formed by them
tfiat they "must do "not because they" want to do "(Assor, Rotfi, & Deci, 2004).
Third, tfie self-perc^tion of teachers is also c<Hisld-
ered as flie cmgm form their motivation. Meanw^e, flie individual teadiers flionselves perceive and assess flie value ofthe actions that they pofcHm.
In addition, the motivation of the teachers enqiressed tfie highest level because of tfie intrinsic fec- tois. If tfie moli^^on is formed by the elements ofthe nature of them, when they work with passion, respon- sibiUty, intoisity and concentration as well as high enthusiasm to work.
The working motivation is regarded as crucial ele- ments to help organizations have the helpful staff (KarsU & Iskender, 2009). Incentives for teachers are not static elements which are always changing.
Teacher's motivation can be satisfied when tiie school, organizations can meet their needs. The degree of com- pletion of the woik is one of tfie basis elements to danonstrate motivation of teachers. NormaUy, -when tfie teacher in particular have been hi^ity motivated to work when they can identify and target specific needs.
In contract, if a teacher do^ not clearly define expec- tations, posonal goals, while their motivation will not be at a h i ^ level. For teachers, ^ e n efforts, their con- tributions to the work of tfie school is not the adminis- trators consida*, that makes them no more mottyation in performing the work. One of tiie main causes ofthe previous studies indicate that many workloads, low remuneration and did not receive much attention fiimi the society are factors that can reduce the motivation of teaches (Piqianastasiou & Zembylas, 2005).
II. The remuneration
The school, which can be seen as a formal organi- zation, should provide encouragement, incentives to enhance flie cocqieration between the members of that organizatiorL One of flie best method is that they shoiUd focus on the remuneration system for w<Hkexs in general and for particular teachers (Elmore, 2000;
Spuck, 1974). The school should provide a formal reward system to motivate, encourage teachers per- form asslgited tasks. In addition to fonnat remunera- tion system for teachers, the unofficial incentive sys- tems also should be considered to complement the lim- itations of formal incentive systems are encountoed.
When we mentioned to tiie concept of remunera- tion system, many previous studies have examined
- T R A D E SCIENCE
" R E V I E W 41
Trade Science Revieuu
that the rewards are corrqx>sed of many different com- ponents, and systems theoretical basis also indicates there are different classifications of section bonus (Spuck, 1974). Research hy Barnard (1968), indicates that a compensation system should meet two require- ments: first, incentive systems should be seen as a way to motivate teachers and the second role ofthis system is also regarded as convincmg way (method of persua- sion). In particular, die encouragement mcludes four specific components: financial, persona! development opportuiuties, working conditions expected, the value idea. The method of persuasion in the remuneration system consists of three main groups: the conditions required, the appropriate opportunities and long-term stability.
In addition, a different classification system for remuneration are tangible incentives incuding mone- taty value and are non-physical treatment. Those are considered as an integral part of the environment the organization. In addition, the job itself is also consid- ered as part of the compensation system for teachers Lottie (1969). Argyris (1972) mentioned fliat schools need support to individual teachers set their goals for their work and how to inqilement their goals.
Research on teachers indicated tfiat these forms of remuneration of teachers in schools are often more restrictive than those in the form of otiier organizations, corporate parties outside. This form of remuneration including salaries, personal charisma and personal power. When we mentioned about the salaty that teach- ers receive salaty in flie pubUc institotions, the amount of salaty is based on tfie number of classes they take on, Spuck (1974) pointed out that teacher's salary rarely get- ting duectiy related to flie quaUty of their performance.
Besides, when it comes to personal prestige of teachers, because tiiere is not much difference in teaching, which led to the development of their personal reputation will encounter many difficidties . For power perspective, in flie conditions of teaching and perfomiing similar tasks, so the difference m power between the individual teacher can not be found.
When we conducted research about the remunera- hon system, we found that tfie combination between the financial system and non-financial system that can support to each other. Research by (Lortie, 1969) con- cluded that, for teachers, the mtemal factor seem have more influence than the external factors.
TRADE SCIENCE = ^ = ^ _ ^ ^ ^ = ^ ^ 4 2 REVIEW
iii. Leadership style
In the study of teachers in schools, (Bogler, 2001) has pointed out that with the development of social, educational environment witnessed many changes, including the changes in the way of leammg, t e a c l ^ and the change in the role of leamers and teachers. In adcUtion, the change In leadership style is also consid- ered as a factor affecting the perfonnance ofthe school as well as the motivation of teachers.
Research by Bums (1978) about the transfomia- tional leadership mentioned that evety individual can become the leader in the firm through leammg process to enhance knowledge and leadership skiUs. In this stody. Bums pomted out that the leaders and employ- ees have the influence each other through the way of encouragement and moral used to enhance organiza- tional effectiveness. In the later stody by Bass and Avolio (2004), the author refers to the transformation- al leadership as a style of leadership to create a major impact on the effective work of staff through encour- agement, encouraging employees. This is the method of leadership that leaders were recognized by the trust and the rcspectation of his subordmates. In research of Avolio & Bass (2004) showed that the factors of trans- formaticmal leadership are: prasonal charisma, inspi- ration, stimulate mteUectoal ability, and the ability to interested individuals . For the transformational lead- ership, the leaders are known to motivate subordinates by stimulating and mspiring them. Besides, leaiets know how to transfer evoke the higher demands ofthe workers, building tiieh confidence and put the interests of organizations and individuals outweigh tiie benefits.
For subordinates, they attempt to complete the job because they can achieve their personal wishes. In the transformational leadership, in order to achieve the overaU objectives ofthe organization that requires the cooperation of both sides between the leadership and staff under.
Meanwhile, transactional leadership focuses on the transformation process between leaders and employees (Bass, AvoUo, Jung, & Berson, 2003; Bass & Bass, 2 0 0 9 ) . This transaction allows the leaders can achieve and accompUsh tiie goals of the organization, and to maintam the stabiUty of the organization. Leaders in organizations wifli transactional leadership motivate staff through tfie orientation flieir staffs behavior towards the objectives of the enterprise, enhance tiie
t T r o d e Science R e v i e i u ISSN: 1859-3666 cVCU's,T^JS
remuneration system, and Umlt the extemai risk to achieve the goals of the organization. To the staff, working witii leaders in this style, employees have a stable job, and they can satisfy the needs of flie indi- vidual, and is clearly oriented individual behavior to accomplish the objectives ofthe firms (Bass, 1991).
For the teachers, researcher Bogler (2001) pointed out that the transformational leadership can be seen as the measurement of the factors; personal charisma, inspkation, stimulate abiUty knowledge and ability to interested individuals. Thos factors have a major mflu- ence on the motivation of teachers. In particular, per- sonal charisma is one of the most important abiUty of tiie leaders to motivate employees and attach them to the goal, the vision of tiie school. The leaders with this style can take care to individual employees, and the abiUty to motivate teachers, encoiuage them using iimovation method for teaching and solving problems
Besides, the study of Leitfiwood (1994);
Leithwood & Jantzi (2000) showed that the six charac- teristics of transformational leadership include: build- ing the vision and goals ofthe school, giving the moti- vation, encouragement, suppori individual needs for teachers, building professioiuil image, focusing on expected results and develop stmctures to promote participation in the school's decision making.
3. Hypotiiesls development and Research model Based on those argument, this research proposal some hypotiiesis:
Leadership style
Teacher's motivation System
Figure 1.- Research model - Hypothesis I (Bl): Researcher Bogler (2001)
showed that tbe education sector is one of the sectors witoessed fimdamental changes include changing the program, document, rather about the role ofthe teacher as well as tiie role of the learner and learning methods.
The change so always be derived from the top team leaders in schools, and the changes have brought the expected results or not dqiends vety much on how the leadras, managers conduct change. The changes in the education system which aims toward a goal of quality education through the improvement, improve the qual- ity of teachers in the school. Several studies in the 1990s showed that motivation of teachers is closely related to tiie level of autonomy in their jobs Hall, Pearson, & CarroU (1992). The autonomy of flieir job was affected by the leadership style of tbe school's top managers. Therefore, the autiior proposed hypotiiesis 1: Teacher's leadership style have a positive influence on the teachers' motivation.
- Hypothec 2 (H2): The school is regarded as an institotion in which the organization provides a formal and informal system of remuneration policies (Spuck, 1974). The main formal and informal remuneration systems fiiim the school is a source of motivation for teachers. Referring to the motivation of teachers, researchers Deci, VaUerand, PeUetier, & Ryan (1991) pointed out that there are two main types of motivation for teachers include intrinsic motivation and extrinsic motivation In particular, extrinsis motivation for teach- ers is to maintain and strengthen when the remunera- tion system ofthe university gives employees tiie high satisfaction. Therefore, the author prposal hypothesis 2: The remtmeration system for teachers have a direct impact to the motivation of teachers in a school. From the above hypothesis can offer research model (see Figure 1).
4. Research Methodology
4.1. Quantitative researchThe author conducted surveys to evaluate the vaUdity of this model. Most of the factors in this research model is measured by the scale in tae previous study. Specifically, the scale used in quantitative research Include:
Motiv^on of teachers: this is the central vari- able in the model stody. In this study, the authors used the scale of motivation of teachers was developed from research by the authors (Roth, Assor, Kanat-Maymon, & Kaplan, 2007). This scale has been verified by many ofthe previous stodles Ryan Niemiec (2009), Reeve (2009) ... In tills stody, ttie authors had adjusted some ofthe observed variables of scale ensuring the adaptation ofthe scale in accordance
.TRADE SCIENCE
"REVIEW
Trode Science Review ISSN 1859-3Sd CVCUSTSR ^
with the object of stody is the teaching staff in the mid- dle region - Vietnam.
Leadership styles of teachers: leadership style is considered in this study as an independent variables Scale for leadership style was developed and adapted fitim tae study of Bogler (2001) on the impact of lead- ership style to the satisfaction of teachers When Bogler (2001) used the scale of leadership style with audience of teachers, tais scale has been tested and used by many researchers as Leithwood & Jantzi Research (2005), the author conducted a systematic review of leadership style with che teachers dunng the period from 1996 to 2005. This scale also has been used by HalUnger (2003) in the study of changing in educational leadership... In this smdy. the authors have used the scaleof Bogler (2001) and the two observed variables has been adjusted
to adapt wita tae condi-
tions of stody and research Question subjects. Currently, flie lender research for the stody van-
ables leadership style has
study was 346, The respondents were mainly teachfl of kindergarten, elementary, high school in the Qui Nhon city, An Nhon district, Tuy Phuoc, Phu Cat aoj Vinh Thanh district.
4.3. Data analysis
After cleaming data, encrypt the infoimation in tb questionnaire, data entry and data analysis are ana lyzed by using SPSS 18.0 software. The author use(
the EFA metho to test the reliability, Cronbach's alphi coefficient to measure the reliability ofthe scale. Then the authors used multiple regression to test and detei mine the impact of these factors to factor in motivatioi
of teachers. d 5. Research result •]
S.l. Sample descriptive •^
Table 1. Characteristics of Research Respondent Frequence
Age 18 observed verifies.
The remuneration sys- tem: there are many previ- ous studies mentioned Education remtmeration for teachers, in this stody, tae scale of remuneration system con- stmct for teachers was
developed from tae Number of Expenenc research of authors
(Tsutsumi, Ishitake, Peter,
Siegrist, & Matoba, 2001), Source. Data Analysu Those scales has been used
in research for Japanese teachers sample, this scale has been tested and used in tae study (Siegrist et at., 2004), in research wita remuneration for Europe's teacher or in the stody of Tsutsumi & Kawakami (2004). In this study, the autaors made some adjustments and the number of observed vanables remaining 15 variables used are observed.
4.2. Data collection method
During the stody, tae author used a survey method and taose surveys conducted in Binh Dinh Province.
The number of questionnaire was senf 720, the total number of collected and used questionnaires in the
Categories Male Female 0-21 years old 22-30 years old 31-40 years old 41-50 years old 51 - years old Pnmary School High School Bachelor Master PhD 0-5 nam 5-10 nam More than 10 nam
Percentage 42.78 57.22 13.29 25.72 28.32 15,61 17,05 13.005 18.208 68.49 0.289 0 27.45 32.36 40.19
5.2. Rating scales
The resuhs of EFA test in this research: the leader^
ship style of the teachers indicated results as Table 2 Of the 18 observed variables of the study vanables oi leadership style, through the data analysis and compar ison with rule of thumbs to ensure the reliability of tb observed variables are presented in the study of Hail Tatham, Anderson, & Black. (2006) and in the study o Tho (2012). The indicators show the reliability of thi scale include, Cronbach's alpha = 0.896, Eigen Valui
= 2,659 are satisfied the cnteria and the good scale wa evaluated (Cronbach's alpha ranged from 0 8 to 1) TRADE SCIENCE
REVIEW
Trode Science Revieui ISSN: 1S59-3666 CVCU'STSR
However, to ensure taese standanJs are met, tae autaor eUminated two observed variables mclude: LDI and LD9, variance extracted value greater taan 60% and meet standards.
Tbe results of the remuneration system construct:
the rule of thumbs ofthe reliabiUty shown in a study by Hair et al. (2006) and in tae shidy of Tho (2012).
Authors must delete sbt items include: DNl, DN4,
Table 2. EFA Result of Leadership Style constivctP Style
, LD8 Items
I. The leader showed their strong point in achieving job's targer
; 2. Leader believed in my job 3. Leader show what to do to received I rewards for the efford
' 4.Leader aksed the high quaUty of job 15. Leader can forgive my fault
6. Leader focuses on the coimection between reward system and the job LD6 achievement
7. Leader focuses on the particular . __
I actions
18. Leader can get the respectation from employees
, 9. Leader shows clearly target and - -.„
duties
! 10. Leader shows the path career of tiie y Q . Q teacher followers
II. Leaders propose the salary increasing when teachers finish their LDll job
112. Leader didn't pay attention o n . j j - . - teacher
113. Leader can create good environment T p i j for fiiUowers
14. Leader always encourage me to j ^ ^ j ^ develop my skill and knowledge
, 15.1 was encouraged by my leaders LDI5 16. Leadertreated faily LD16 117. The leader does not take advantage
of my colleagues and to reach your LDI7 I goals
' 18. I tiilnk my leader is a person of j^^jg integrity, honesty
Code LDI
LD2 LD3 LD4 LD5
Mean
Delete d 5.426 5.637 5.929 3.169
S.d Delete
d 1.648 1.622 1.551 2.066
Factor loadin
t Deleted
0.703 0.731 0.714 0.902
Item-to- total correlation
Deleted 0.676 0.596 0.501 0.689
Source: Data analysis by author
1.934 0.646 4.409 2.085 4.994 1.873 Delete Delete
d d 5.204 1.683
0.803 0.567 Deleted 0.630
0.695 0.436 Deleted 0.523 4.736 1.972 0.577 2.643
5.071 5.783 5.286 5.578
1.939 1.687 1.416 1.713 1.707
0.753 0.677 0.831 0.627 0.774
0.563 0.501 0.689 0.523 0.622 5.167 2.135 0.742 5.614 1.632 0.849
-TRADE SCIENCE ^
"REVIEW 4 5
Trode Science Review ISSN: 1659-366e C VCU'S TSR
DN6, DN8, DNl 1, DNl4. After deleting flie sbt items, the mie of thumbs are satisfied: Cronbach's Alpha value is 0799 proved relatively good scale variables.
KMO index is greater than 0.6 correspond 0.886. The variance extracted value is greater than 60% ( 62.456%).
After deleting the two items, the rule of thumbs are sat- isfied: Cronbach's Alpha value is 0.860 proved rela- tively good scale variables. KMO index la greater than 0.6 correspond 0.825. The variance extracted value is greater flian 60% ( 63.345%).
Table 3: EFA Result of Remuneration System construct Factor loading
Item-to- total correlation
11. I receive the respect from my
coUeague
' 2.1 get the fair treament l3.Igettiieusefiill support 4.1 get the unfair trea 5. I cUdn't get the insufficient salary
6. I didn't have enough Itrformation about my job 7.1 have the insufficient position 8. I have to work witii the high Jime pressure
Remuneration 9. I always have to work System overtime
10. My job suffer the increasing demang
11.1 have the high responsibility for my job
, 12. I always interupted by some j dayly work
j 13. My job always has the undesirable change
14. I found die poor promotions
DNl Deleted Deleted Deleted Deleted DN2 5.899 1.178
DN3 5.646 n^.l 19 DN4 Deleted Deleted DNS 3.178 2.075 DN6 3.391 1.894 DN7 3.147 2.025 DNS Deleted Deleted DN9 3.399 1.895 I DNIO 4.728 2.081 DNl 11 Deleted Deleted DN12 3.098 1.776 DN13 3.089 1.647 DNH Deleted Deleted tiie
latent 15. My job hai competitiveness and hostility
Source: Data analysis by author
The results of tiie teacher's motivation construct:
the rule of thumbs ofthe rehability shown in a study by Hair et al. (2006) and in tiie study of Tho (2012).
Aufliors must delete two items include: M8 and MIO.
0.743 Deleted
0.516 Lo?i 0.640 Deleted
0.685 0.664 Deleted
0.707 0.618 Deleted
0.662 Deleted 0.669
Lo?i 0.533 Deleted 0.495 0.523 Deleted 0677 0.625 Deleted
TRADE SCIENCE REVIEW
DN15 2.988 1.899 I 0.693
S.3. Research finding
In this study, with the aim of testmg tae relation-
ship between leadership style, remuneration systme of
teachers wifli the motivation of teachers. Through pro-
\ "Hode Science Revieui
ISSN: 1859-3666 CVCUSTSRTable 4: EFA Result of Teacher's motivation construct
Code Mean
Teacher's motivatioa
1- When I devote time to in^mve my knowledge because I want to g ^ tbe h i ^ Ml qipreciate from s o c i ^
2. When 1 try to find interest subjecls and new wa3rs of teaching because 1 want tbe leamer to M2 besatified
3. When I invest effort in my work as a teacher, I do so because I do not waitf die pnncipal to M3 follow my work too closely
4. When 1 invest eSbit in my woik as a teacher, I do so in Older to prevent disnq>tions and M4 discipline problems during the l e ^ u s .
5. When I try te find in^estiiig sdijects and new ways of teaching, I do so because I diiuk it _ , is a shame to keep on tRnf^hmg in tbe same way aU the time.
6. When 1 invest effort in my w(»k as a teacher, I do so because if I do not invest e n o u ^ 1 would feel ashamed of myself
7. When I devote time to individual talks wita
^idents, I do so because it makes me feel [HOiid to do this
8. When I try to find int^estmg subjects and new ways of teaching, I do so because it is ioqiortant for me to keep up witii inDovations in teaching
9. When I devote time to individual talks wita students, I do so because I can leam fiom tbem what faaCT)ais in the classroom
Factor loading
Item-to- total correlation 6.431 0.901
5.499 1.722
5.741 1.515
6.028 1.472
M8 Deleted Deleted Deleted Deleted
6.287 0.817 10. When 1 invest efibrt in my work as a
teacher, I do so because it is i n ^ r t a n t for roe to make children feel that I care about tbem 11. When I invest effort in n ^ woric as a teacher, I do so because it is tnqmrtant for me to feel that I help people
12.1 pay more attention on the teadiing because J^feelh^lpywita^tlusjd»_
13.1 am happy w*en I have the chance to share my^knowledge^
14. When 1 invest efRxt in my work as a teacher, 1 do so because I enjoy creating connections wita pecqile.
15 I work as a teacher because I think dial it is
^ t wita roy personality
MIO Delc^d Delved Deleted Deleted
6.207 0-889 0.8624
Source: Data analysis by author
M12 M13 MI4 MIS
6M7 6.482 6.419 6.069
0.817' 0.710 0.714 1.067
0.658 0.583 0.683 0.517
T P M F i n i n i ^ 0.570 0.565 0.641 0.481
c
Trode Science Revieui ISSN: 18S9-36GG CVCU'STSR
cessing and data analysis tiirough SPSS 18.0 software shows tae results ofthe study:
Before using a multiple regression model to test tae research model, the autiiois examine the relationship between the variables through the use of Pearsons Correlation coefficients (Table 5) to assess tae degree of association closely between the independent vari- ables Remuneration System (SE), leadership style (LD) and tae dependent variable is the motivation of teachers (MO). The results from Table 5 indicates that the dependent variables are correlated wita tae remain- ing variables and correlation coefficients were reached statistical significance.
Table 5. Result
ables: leadership style and treatment regime affect the dependent variable motivation of teachers are expressed specificaUy in Table 7.
The resuits fixim Table 7 indicates that the two independent variables are eadership style and remuner- ation system are affecting motivation of teachers wifli Sig. <0.005. hi addition, (Variance Inflation Factor - VIF are greater than 1, suggesting no multicollinearity phenomenon between tae two factors.
Linear regression equation deficit is set as foUows;
MO = 0.515 + 0.369 * LD + 0.528 * DN From the above equation, we find teacher's motiva- tion is related to two factors remuneration system and ofthe correlation
LD DN
(Mean) 5.4429
_iS_^)__
1.1455
MO LD^
1.000
DN
0.740*5.549 1.1027_
1.1025
0.775*
1.000
Source- Result fiom SPSS (***) Significant at 0.001
(MO: Teacher's motivation; LD: Leadership Style;
DN: Remtmeration System)
This result showed tae relationship between Teacher's motivation and Leadership Style and Remuneration System
After testing the relationship between variables by using Pearsons Correlation coefficients, the autaors take three factors into the regression model to assess the sultebiUty of a multiple regression model using Enter metaods. The value of each factor to be taken mto multiple regressions were run average value of these factors. The results ofthe multiple regression for values shown m Table 6.
Based on the regression results from Table 6 shows the relevance of the research
model with adjusted R2 = coef- ficient of 0.658 with a signifi- cance level of 0.005. Those result indicates that these two independent variables explained 65.8% of tae depend- ent variable.
Results of regression analy- °- Dependent variable: MO
sis of two independent van- Source: Result Jrom SPSS
Model 1 0.812a
leadership style, relationships are positive indicators for tiie independent variables are Beta> 0.
Beta coefficient = 0.369 LD factors (leadership style) show the positive impact of tius factor to teacher's motivation in Binh Dinh Province. The regression results show that factors style leader wifli Beta = -369 Sig = 0.000 (<0.05) means tiiat when other factors constant, if an increase of 1 unit leadership style, the motivation of teachers rose to 0.369 units.
Thus, HI should be accepted.
Beta coefficient is 0.528 factors SE (remuneration system) have greater influence motivation to work of flie teachers here. Positive sign ofthe coefficient Beta shows the relationship between remuneration system Table 6. Evaluate the research model
Model Summtayb R^ Adjusted R^ F
0.659 0.658 402.061 a. Independent variable (Constant): CL, DN
Durbin- Watson 1.708
TRADE SCIENCE REVIEW
Trode Science Revieuj ISSN: 1859-3666 CVCU'STSR
Table 7. Result of Coefficients
Model Unstandardized I Coefficients I __ B Std. Error
'1 Jgonstant) .515 !l75^
LDMean .369 .045 DNMean .528 .045 a. Dependent Variable: MOMean
Source: Result from SPSS
and motivation is the same way. V/ith the regression results show that factors remuneration wita Beta = .528 at Sig = .000 (<0.05) means taat when oflier fac- tors do not change if the remuneration increases by 1 imit, motivation of the teachers increased to 0.528 imits. Thus H2 is accepted.
6. Conclusion
Based on those findings show that the leadership style and remuneration system are two factors that impact positively to the motivation of the teachers in this context. If you have the appropriate remtmeration policy through woric, salaty, bonus, ... will promote enhanced motivation, promote teachers spend a lot of time for professional work, inspired enthusiasm, posi- tive teaching. At the same time, when school leaders select appropriate leadership style, confidence in sub- ordinates, fair treatment, indicating the fiiture develop- ment career for sulwrdmates that will create strong incentives for teachers in their work.
For the next time, the government should have the improvement abount the salaty, bonuses for motivating the teachers and attract good people in tae education sector ( I n 2013, there have been many changes such as Decree 19/2013 / ND-CP amending and supplement- ing a number of articles of Decree 61/2006 / ND-CP on flie poUcy for teachers, education managers working in special schools, regional economic conditions - espe- cially social difficulties fliat effect, has brought joy to the teachers, but those teachers should to be the invest- ment of aU due care and social state). Also head of flie school should pay attention to tiie creation of appropri- ate leadeiship style, fan, objective, good mefliods, cre- ating trust for teachers in order to develop educatitm in the countty.
CoefHcieDts Standardized CoefBcients
Beta .356 .509
t 2.939 8.239 11.795
Sig.
.003 .000 .000
CoUineaiity Statistics Tolerance VIF
.429 2.329 .429 2.329
S u m i a i y
ThUc tiln nghi€n di^i cho diay c6 nhieu nhan to tic dOng d€^n d$ng hic Iam viec cua dpi ngu nh4 giio, d|c biet trong boi c^nh hi^n nay. Mot so nhan t5c6 the k^ d^n nbU:
chS* do dai ngo, di^u kien l^m vi6c, ngUdi hpc, phong cich lanh dao, tinh cich ci nhin,— Trong friiam vi cila biki bio n&y, tic gii nghiSn cihi inh hudng c6a hai nhin t^ li chS^
d$ dSi ngO vit phong cich lanh dao d^n d§ng lUc lim viSc cila dpi ngu abk giio t^i tinh Blob Dinh, tiir 66 Ai xui*! mdt so khuyen nghi nbliin ting cUdng dSng lUc lim vi6c cua ddi ngu nhi gido tren dia bin niy-
References:
1. Alam, M. T., & Farid, S- (2011). Factors affect- ing teachers motivation. International joumal of
2. AvoUo, B. J., & Bass, B. M. (2004). MLQ:
Multifactor leadership questioimaire: Mind Garden.
3 Bass, B. M. (1991). From transactional to transformational leadership: L e a m i n g to share the vision. Organizational dynamics, 18(3), 19-31.
4. Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational adminis- tration quaiteriy, 37(5), 662-683.
5. Davis, J., & M l s o n , S. M. (2000). Principals' efforts to empower teachers: Effects on teacher moti- vation and job satisfaction arul stress. The Clearing House, 73(6), 349-353.
6- Deci, E. L., Vallerrad, R. J., PeUetier, L. G , &
Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346.
- T R A D E SCIENCE REVIEW
- . . , - . ISSN: 1859-3666 Trode Science Revieui .„,. „ CVCU s TSR
7. Eyal, 0-, & Rofli, G (2011). Principals' leadership and teachers' motivation: Self-determination theory analysis. Joumal of Educational Administration, 49(3), 256-275.
8. Leithwood, K. (1994). Leadership for school restructuring. Educational administration quarterly, 30(4), 498-518.
9. Mohr, R. D., & Zoghi, C. (2008). High-involvement work design and job satisfaction. Industrial and Labor Relations Review, 275-296-
10. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
11. Tho, Nguyen Dinh (2012). Scientific research methods in business. Design and implementation. Hanoi:
Publisher Labor and Social
12. Tsutsumi, A., & Kawakami, N. (2004). A review of empirical studies on the model of effort-reward imbal- ance at work: reducing occupational stress by implementing a new theory. Social science & medicine, 59(11), 2335-2359.
Mai Thanh Lan 1. Personal information:
- FuU Name: Mai Thanh Lan.
- Date of birta: 28ta September 1976.
- Titie: EfFect of remuneration and leadership style to motivation of teachers - Research in Binh Dinh.
- Position and Worlqilace: Head of Human Resource Management Entireprise - Vietnam University of Commerce
2. Major research directions:
Human resource management,
3. PubUcations has pubUshed in the author:
Joumal of Economic and Development Trade Science Review
Trade Review,...
