A Relação Entre a Motivação Docente e Variáveis Organizacionais: Revisão da Literatura

Viseu, João; Jesus, Saul Neves de; Rus, Claudia; Canavarro, José Manuel; Pereira, Joana

doi:10.1590/1982-43272663201613

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Systematic Literature Review • Paidéia (Ribeirão Preto) 26 (63) • Jan-Apr 2016 • https://doi.org/10.1590/1982-43272663201613 copiar

A Relação Entre a Motivação Docente e Variáveis Organizacionais: Revisão da Literatura

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

A motivação docente ocupa um papel central na área da educação, especialmente pelo seu impacto na motivação dos alunos. Revisões anteriores sobre este tema focaram-se, maioritariamente, em variáveis individuais e indicadores de psicopatologia. Todavia, é importante analisar as variáveis organizacionais associadas à motivação docente, uma vez que estas salientam a importância do contexto onde o docente está inserido (i.e., a escola). Desta forma, a presente revisão da literatura procurou efetuar um levantamento dos estudos, publicados entre 1990-2014 e disponíveis em várias bases de dados eletrónicas, que relacionam a motivação docente e um conjunto pré-definido de variáveis organizacionais. Os resultados obtidos demonstraram que a cultura organizacional foi a variável mais estudada em conjunto com a motivação docente, a maioria dos estudos foi publicado entre 2010-2014 e que existiu um domínio de metodologias quantitativas. São apresentadas as implicações teórico-práticas dos resultados obtidos, bem como se indicam sugestões para futuras investigações.

Palavras-chave
ambiente escolar; motivação do empregado; revisão de literatura; comportamento organizacional; trabalho docente

Analyzed characteristics	Obtained results
Publication flow (per year)
Highest number of studies	2012 ( n = 11; 21.57%)
Fewest number of studies	1990-1998, 2001-2002, and 2005 (n = 0; 0%)
Methodological approach
Quantitative	41 (80.39%)
Qualitative	5 (9.80%)
Mixed	5 (9.80%)
Type of samples
Sample composition (gender)	Maleand femaleteachers ( n = 51; 100%)
Education level provided	Different education levels ( n= 28; 54.9%) and same education level ( n = 23; 45.1%)
Type of instruments used^a a The number of instruments used exceeded the total number of studies ( N = 51) because some studies employed more than one type of instrument.
Self-report questionnaire	46 (76.67%)
Interview	9 (15%)
Document analysis	4 (6.67%)
Critical incident analysis	1 (1.67%)
Number of participants
Mean	≈1840 ( M = 1839.76;SD = 5195.47)
Median	391
Maximum	26257
Minimum	12

Author (year)	N	Methodology	Main results
Organizational climate
Jaafari, Karami, &Soleimani (2012Jaafari P, Karami S, Soleimani N. (2012).The relationship among organizational climate, organizational learning and teachers' self efficacy.Procedia- Social and Behavioral Sciences, 47, 2212-2218. doi: 10.1016/j.sbspro.2012.06.974 https://doi.org/10.1016/j.sbspro.2012.06... )	117	Quantitative	Organizational climate and teacher motivation established a negative and statistically significant correlation.
Thomas (2008Thomas JC. (2008). Administrative, faculty, and staff perceptions of organizational climate and commitment in Christian Higher Education.Christian Higher Education, 7(3), 226-252. doi: 10.1080/15363750701818428 https://doi.org/10.1080/1536375070181842... )	957	Quantitative
Meristo&Eisenschmidt (2014Meristo M, Eisenschmidt E. (2014).Novice teachers' perceptions of school climate and self-efficacy. International Journal of Educational Research 67, 1-10. doi: 10.1016/j.ijer.2014.04.003 https://doi.org/10.1016/j.ijer.2014.04.0... )	112	Quantitative	Organizational climate and teacher motivation hada positive and statistically significant correlation.
Bentea (2013Bentea CC. (2013). Investigation of the organizational school climate and attitudes towards change: A study on a sample of in-service Romanian teachers. Procedia- Social and Behavioral Sciences, 76, 100-104. doi: 10.1016/j.sbspro.2013.04.081 https://doi.org/10.1016/j.sbspro.2013.04... )	201	Quantitative	Different perceptions of organizational climate led to a distinct impact on teacher motivation.
Hart, Wearing, Conn, Carter, & Dingle (2000Hart PM, Wearing AJ, Conn M, Carter NL, Dingle RK. (2000). Development of the school organisational health questionnaire: A measure for assessing teacher morale and school organisational climate. British Journal of Educational Psychology, 70(2), 211-228. doi: 10.1348/000709900158065 https://doi.org/10.1348/000709900158065... )	1520	Quantitative
Klusmann, Kunter, Ludtke, & Baumert (2008Klusmann U, Kunter M, Trautwein U, Ludtke O, Baumert J. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference? Applied Psychology:An International Review, 57(Suppl1), 127-151. doi: 10.1111/j.1464-0587.00358.x https://doi.org/10.1111/j.1464-0587.0035... )	1939	Quantitative
Collie, Shapka, & Perry (2011Collie RJ, Shapka JD, Perry NE. (2011).Predicting teacher commitment: The impact of school climate and social-emotional learning. Psychology in the Schools, 48(10), 1034-1048. doi: 10.1002/pits.20611 https://doi.org/10.1002/pits.20611... , 2012)	664	Quantitative	School leadership and interpersonal relationships were significant predictors of teacher motivation.
Klassen et al. (2008Klassen RM, Chong WH, Huan VS, Wong I, Kates A, Hannok W. (2008). Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study. Teaching and Teacher Education, 24(7), 1919-1934. doi: 10.1016/j.tate.2008.01.005 https://doi.org/10.1016/j.tate.2008.01.0... )	526	Mixed
Liu (2012Liu S. (2012).The influences of school climate and teacher compensation on teachers' turnover intention in China. Educational Psychology: An International Journal of Experimental Educational Psychology, 32(5), 553-569. doi: 10.1080/01443410.2012.691074 https://doi.org/10.1080/01443410.2012.69... )	510	Quantitative
Buka&Bilgic (2010Buka M, Bilgiç R. (2010).Public and private schoolteachers' differences in terms of job attitudes in Albania. International Journal of Psychology, 45(3), 232-239. doi: 10.1080/00207590903452291 https://doi.org/10.1080/0020759090345229... )	429	Quantitative	Teacher motivation was higher in private institutions, due to differences at the organizational climate level.
Organizational culture
Aelterman, Engels, Petegem, &Verhaeghe (2007Aelterman A, Engels N, Van Petegem K, Verhaeghe JP. (2007). The well-being of teachers in Flanders: The importance of a supportive school culture. Educational Studies, 33(3), 285-297. doi: 10.1080/03055690701423085)	2000	Quantitative	Organizational culture was a significant predictor of teacher motivation.
Marcone Trigo & Martín del Buey (2003Marcone Trigo R, Martín del Buey F. (2003). Construcción y validación de uninventario de culturaorganizacionaleducativa (ICOE) [Development and validation of a school organizational culture inventory (ICOE)]. Psicothema, 15(2), 292-299.)	436	Quantitative
Karadag, Baloglu, &Çakir (2011)KaradagE , Baloglu N , Çakir A . (2011). A path analysis study of school culture and teachers' organisational commitment. Policy Futures in Education, 9(5), 573-584. doi: 10.2304/pfie.2011.9.5.573 https://doi.org/10.2304/pfie.2011.9.5.57...	228	Quantitative	Organizational culture and teacher motivation were positively correlated; however, this correlation was not statistically significant.
Dumay &Galand (2012Dumay X, Galand B. (2012). The multilevel impact of transformational leadership on teacher commitment: Cognitive and motivational pathways. British Educational Research Journal, 38(5), 703-729. doi: 10.1080/01411926.2011.577889 https://doi.org/10.1080/01411926.2011.57... )	660	Quantitative
Troman (2008Troman G. (2008). Primary teacher identity, commitment and career in performative school cultures. British Educational Research Journal, 34(5), 619-633. doi: 10.1080/01411920802223925 https://doi.org/10.1080/0141192080222392... )	42	Qualitative	Changes in organizational culture influenced teacher motivation.
Shaw & Reyes (1992Shaw J, Reyes P. (1992). School cultures: Organizational value orientation and commitment. The Journal of Educational Research 85(5), 295-302. doi: 10.1080/00220671.1992.9941129 https://doi.org/10.1080/00220671.1992.99... )	104	Quantitative	Perceptions of organizational culture were different between distinct schools levels (elementary and high school), as a result teacher motivation also varied.
AbdRazak, Darmawan, & Keeves (2010AbdRazak N, Darmawan I, Keeves J. (2010).The influence of culture on teacher commitment.Social Psychology of Education, 13(2), 185-205. doi: 10.1007/s11218-009-9109-z https://doi.org/10.1007/s11218-009-9109-... )	1154	Quantitative	Organizational culture differed in schools from different countries, leading to divergent results in teacher motivation.
Ware &Kitsantas (2007Ware HW, Kitsantas A. (2007).Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research 100(5), 303-310. doi: 10.3200/JOER.100.5.303-310 https://doi.org/10.3200/JOER.100.5.303-3... , 2011)	26257	Quantitative	School culture management was crucial to maintaining the teachers' motivation.
Zhu, Devos, & Li (2011Zhu C, Devos G, Li Y. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school.Asia Pacific Education Review, 12(2), 319-328. doi: 10.1007/s12564-011-9146-0 https://doi.org/10.1007/s12564-011-9146-... )	181	Quantitative	A goal-oriented culture was a significant predictor of teacher motivation.
Devos, Dupriez, &Paquay (2012Devos C, Dupriez V, Paquay L. (2012). Does the social working environment predict beginning teachers' self-efficacy and feelings of depression? Teaching and Teacher Education, 28(2), 206-217. doi: 10.1016/j.tate.2011.09.008 https://doi.org/10.1016/j.tate.2011.09.0... )	295	Quantitative	A supportive culture contributed to an increase in teacher motivation.
Lam, Cheng, & Choy (2010Lam SF, Cheng RWI, Choy HC. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20(6), 487-497. doi: 10.1016/j.learninstruc.2009.07.003 https://doi.org/10.1016/j.learninstruc.2... )	182	Quantitative
Sezgin (2010Sezgin F. (2010).School culture as a predictor of teachers' organizational commitment. Education and Science, 35(156), 142-159.)	270	Quantitative
Weiss (1999Weiss EM. (1999). Perceived workplace conditions and first-year teachers' morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education, 15(8), 861-879. doi: 10.1016/S0742-051X(99)00040-2 https://doi.org/10.1016/S0742-051X(99)00... )	5088	Quantitative
Ha & Sung (2011Ha BW, Sung YK. (2011). Teacher reactions to the performance-based bonus program: How the expectancy theory works in South Korean school culture. Asia Pacific Education Review, 12(1), 129-141. doi: 10.1007/s12564-010-9131-z https://doi.org/10.1007/s12564-010-9131-... )	48	Qualitative	A competition-based culture had a detrimental impact on teacher motivation.
Rots, Kelchtermans, &Aelterman (2012Rots I, Kelchtermans G, Aelterman A. (2012).Learning (not) to become teacher: A qualitative analysis of the job entrance issue.Teaching and Teacher Education, 28(1), 1-10. doi: 10.1016/j.tate.2011.08.008 https://doi.org/10.1016/j.tate.2011.08.0... )	12	Qualitative
Organizational health
Mehta, Atkins, & Frazier (2013Mehta TG, Atkins MS, Frazier SL. (2013). The organizational health of urban elementary schools: School health and teacher functioning. School Mental Health, 5(3), 144-154. doi: 10.1007/s12310-012-9099-4 https://doi.org/10.1007/s12310-012-9099-... )	203	Quantitative	Positive learning environment and material resources established a positive and statistically significant correlation with teacher motivation.
Pas, Bradshaw, &Hershfeldt (2012Pas ET, Bradshaw CP, Hershfeldt PA. (2012). Teacher-and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50(1), 129-145. doi: 10.1016/j.jsp.2011.07.003 https://doi.org/10.1016/j.jsp.2011.07.00... )	600	Quantitative	School leadership, teacher affiliation, and academic emphasis significantly predicted teacher motivation. However, student mobility contributed negatively to this aspect.
Organizational justice
Boudrias et al. (2011Boudrias JS, Desrumaux P, Gaudreau P, Nelson K, Brunet L, Savoie A. (2011).Modeling experience of psychological health at work: The role of personal resources, social-organizational resources, and job demands. International Journal of Stress Management, 18(4), 372-395. doi: 10.1037/a0025353 https://doi.org/10.1037/a0025353... )	391	Quantitative	The relationship between organizational justice and teacher motivation could either be direct or indirect.
Cheng (2014Cheng JN. (2014). Attitudes of principals and teachers towards approaches used to deal with teacher incompetence. Social Behavior and Personality, 42(1), 155-176. doi: 10.2224/sbp.2014.42.1.155 https://doi.org/10.2224/sbp.2014.42.1.15... )	2180	Quantitative
Cohen & Keren (2008Cohen A, Keren D. (2008). Individual values and social exchange variables: Examining their relationship to mutual effect on in-role performance and organizational citizenship behavior. Group & Organization Management, 33(4), 425-452. doi: 10.1177/1059601108321823 https://doi.org/10.1177/1059601108321823... )	539	Quantitative
Sousa &Mendonça (2009Sousa IF, Mendonça H. (2009). Burnout em professores universitários: Impacto de percepções de justiça e comprometimento afetivo [Burnout among university professors: Impact of justice perceptions and affective commitment]. Psicologia: Teoria e Pesquisa, 25(4), 499-508.doi: 10.1590/S0102-37722009000400005 https://doi.org/10.1590/S0102-3772200900... )	233	Quantitative
Babaoglan&Erturk (2013Babaoglan E, Erturk E. (2013).The relationship between teachers' organizational justice perception and organizational commitment.Hacettepe University Journal of Education, 28(2), 87-101.)	1463	Quantitative	A positive and statistically significant correlation between organizational justice and teacher motivation was obtained.
Mohammadtaheri (2011Mohammadtaheri N. (2011). The study of effective factors on the teachers' work commitment in high schools. Procedia - Social and Behavioral Sciences, 29, 1524-1530. doi: 10.1016/j.sbspro.2011.11.393 https://doi.org/10.1016/j.sbspro.2011.11... )	2800	Quantitative
Ozgan (2011Ozgan H. (2011). The relationships between organizational justice, confidence, commitment, and evaluating the manager and the perceptions of conflict management at the context of organizational behavior.Educational Sciences: Theory & Practice, 11(1), 241-247.)	212	Quantitative
Oztug&Bastas (2012Oztug O, Bastas M. (2012).The effects of teachers' organizational justice perceptions on organizational commitment [Special issue].Hacettepe University Journal of Education, 2, 125-133.)	225	Quantitative
Yavuz (2010Yavuz M. (2010).The effects of teachers' perception of organizational justice and culture on organizational commitment.African Journal of Business Management, 4(5), 695-701.)	445	Quantitative
Shapira&Lishchinsky (2007Shapira-Lishchinsky O. (2007). Israeli teachers' perceptions of lateness: A gender comparison. Sex Roles, 57(3-4), 187-199. doi: 10.1007/s11199-007-9249-9 https://doi.org/10.1007/s11199-007-9249-... )	1016	Quantitative	The relationship between organizational justice and teacher motivation differed in terms of gender.
Ugurlu&Ustuner (2011Ugurlu CT, Ustuner M. (2011).Effects of administrators' ethical leadership and organizational justice behavior on teachers' organizational commitment level.Hacettepe University Journal of Education, (41), 434-448.)	9004	Quantitative	Justice behaviours, adopted by schools' administrators, had a positive impact on teacher motivation.
Performance appraisal
Collins (2004Collins AB. (2004). Teacher performance evaluation: A stressful experience from a private secondary school. Educational Research, 46(1), 43-54. doi: 10.1080/0013188042000178818 https://doi.org/10.1080/0013188042000178... )	44	Qualitative	Performance appraisal processes focused solely on results had a detrimental influence on teacher motivation.
Rahman (2006Rahman SA. (2006). Attitudes of Malaysian teachers toward a performance-appraisal system.Journal of Applied Social Psychology, 36(12), 3031-3042. doi: 10.1111/j.0021-9029.2006.00141.x https://doi.org/10.1111/j.0021-9029.2006... )	232	Quantitative
Ortner (2012Ortner TM. (2012). Teachers' burnout is related to lowered speed and lowered quality for demanding short-term tasks. Psychological Test and Assessment Modeling, 54(1), 20-35.)	103	Quantitative	High workloads, that cause teacher demotivation, led to poor work performance, one of the aspects measured on teachers' performance appraisal.
Harris & Sass (2014Harris DN, Sass TR. (2014). Skills, productivity and the evaluation of teacher performance. Economics of Education Review, 40(C), 183-204. doi: 10.1016/j.econedurev.2014.03.002 https://doi.org/10.1016/j.econedurev.201... )	30	Mixed
Kowai-Bell, Guadagno, Little, & Ballew (2012Kowai-Bell N, Guadagno RE, Little TE, Ballew JL. (2012). Professors are people too: The impact of informal evaluations of professors on students and professors., Social Psychology of Education 15(3), 337-351. doi: 10.1007/s11218-012-9181-7 https://doi.org/10.1007/s11218-012-9181-... )	44	Mixed
Rasheed, Aslam, Yousaf, & Noor (2011Rasheed MI, Aslam HD, Yousaf S, Noor A. (2011). A critical analysis of performance appraisal system for teachers in public sector universities of Pakistan: A case study of the Islamia University of Bahawalpur (IUB). African Journal of Business Management, 5(9), 3735-3744. doi: 10.5897/AJBM10.1157 https://doi.org/10.5897/AJBM10.1157... )	100	Mixed
Delvaux et al. (2013Delvaux E, Vanhoof J, Tuytens M, Vekeman E, Devos G, Van Petegem P. (2013). How may teacher evaluation have an impact on professional development? A multilevel analysis. Teaching and Teacher Education, 36, 1-11. doi: 10-1016/j.tate.2013.06.011 https://doi.org/10-1016/j.tate.2013.06.0... )	1983	Quantitative
Blaskova&Blasko (2014Blaskova M, Blasko R. (2014).Motivating university teachers through the prism of their remuneration.Procedia- Social and Behavioral Sciences, 110, 595-606. doi: 10.1016/j.sbspro.2013.12.904 https://doi.org/10.1016/j.sbspro.2013.12... )	655	Quantitative	Feedback, supervisors' training, and evaluation criteria were key features in performance appraisal and influenced teacher motivation. On the one hand, negative feedback, poor supervisor training, and vague criteria caused teacher demotivation. On the other hand, the existence of: (a) a constructive relationship between supervisor and teacher; (b) positive feedback; and (c) clear criteria, increased teacher motivation.
Kelly, Ang, Chong, & Hu (2008Kelly KO, Ang SYA, Chong WL, Hu WS. (2008).Teacher appraisal and its outcomes in Singapore primary schools. Journal of Educational Administration, 46(1), 39-54.doi: 10.1108/09578230810849808 https://doi.org/10.1108/0957823081084980... )	85	Quantitative
Runhaar, Sanders, &Konermann (2013Runhaar P, Sanders K, Konermann J. (2013). Teachers' work engagement: Considering interaction with pupils and human resources practices as job resources. Journal of Applied Social Psychology, 43(10), 2017-2030. doi: 10.1111/jasp.12155 https://doi.org/10.1111/jasp.12155... )	365	Mixed
Lundstrom (2012Lundström U. (2012). Teachers' perceptions of individual performance-related pay in practice: A picture of a counterproductive pay system. Educational Management Administration & Leadership, 40(3), 376-391. doi: 10.1177/1741143212436954 https://doi.org/10.1177/1741143212436954... )	23	Qualitative

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[1] ⁴Correspondence address: JoãoViseu. Research Centre for Spatial and Organizational Dynamics (CIEO), University of Algarve, Campus de Gambelas, Building 9, 8005-139. Faro, Portugal.joaonrviseu@gmail.com