Factors and Levels Associated with Lecturers’ Motivation and Job Satisfaction in a Chinese University

Abstract

Motivation and job satisfaction of employees have been an important research area in recent years. Based on a case study on two-new-established colleges in one university located in China Beijing town, this study aimed to correlate and investigate the levels and factors affecting lecturers' motivation and job satisfactions in this university. The descriptive survey and co-relational methods were used. Seventy lecturers with 51.4 % male and 48.6 % female participated in the study. Data were analyzed by frequencies, percentages, means and Pearson' Linear Correlation Coefficient. Means were interpreted as poor, fair, satisfactory and very satisfactory. The motivational level of lecturers was satisfactory (average mean = 2.707, Std=.8014) mostly affected by Incentives &promotions and salary. The level of job satisfaction was interpreted as satisfactory (average mean of 2.660, Std=.7804) mostly affected by financial reward. The correlation reported a significant relationship between lecturers' motivation and job satisfaction (r = 0.615 with the sig-value of.000 lesser than .001). The continuity of lecturers' motivation was recommended by taking into consideration all analyzed factors.

Motivation to pursue PhD Studies in Mathematics and Sciences Studies among International Students in a Research University

“…Findings from all data collected showed how there are other different factors such the expectation of good job (Deci and Ryan, 1985;Hoy and Miskel, 1987;Pennington, 1995;Beck, 1983;Wigfield and Eccles, 2000), promotion (Munyengabe et al, 2016;Wanga and Xiao, 2017), social pressure and shame of returning home empty hands (Altbach, 2004;Khadria, 2011). International PhD students also expressed the high motivation to pursue PhD studies because of the expectation of social respect paid to PhD' holders in their respective countries.…”

“…Such research exploring what motivates students to pursue PhD studies in Mathematics and sciences studies is among of important research area to illustrate all challenging situations and feasibility of the current international student mobility (OECD, 2012). Regardless different factors related to participants characteristics such as: age, gender, family background, cultural diversities, social pressures and many other different barriers; it is shown that the success to meet the graduation requirements for international PhD students explains the great importance of being motivated to achieve their targets (Piché, 2003;Deci and Ryan, 1985;Weiner, 1992;Munyengabe et al, 2017b).…”

“…From the views of Piché (2003), Deci and Ryan (1985), external motivation was illustrated as doing something because it leads to a separate outcome. If an individual is externally motivated to do an activity, he/she will do perfectly this activity because of being pushed by external elements or for a reward provided to that activity such as competitions, punishment, reward and social pressure (Munyengabe et al, 2016).…”

“…It is also important to note that the lack of advisors' assistance to PhD student may cause the serious barriers or delay the fulfillment the graduation requirements (Lovitts 2008;Munyengabe et al, 2016 and2017a). Not only the lack of the advisors assistance that hinder the quick success of meeting the graduation requirements but also the barriers attached to the socialization of international students where in some case they found themselves being in very challenging societies which they do not value or respect international diversities (Golde, 2000).…”

Instructional Supervisory Practices of Headteachers and Teacher Motivation in Public Basic Schools in Anomabo Education Circuit

“…Mertler (2002) however found out in the United States that 77% of the survey respondents were generally satisfied and motivated by performing their duties as teachers. Again, Munyengabe et al (2017) established from a study that levels of motivation of lecturers in Chinese University was satisfactory. Dorji (2014) also concluded from a study that teachers in government and middle secondary schools in Thimphu were moderately motivated.…”