An improvement model : designing structural arrangements for teachers' motivation in a Lebanese private school (Record no. 19928)

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fixed length control field 04024nam a2200277Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210112920.0
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fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name El Saheb, Nadia Issam
Miscellaneous information Master Education
245 13 - TITLE STATEMENT
Title An improvement model : designing structural arrangements for teachers' motivation in a Lebanese private school
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2012
300 ## - PHYSICAL DESCRIPTION
Extent 144 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. In a small Lebanese private school where the researcher used to work, a concern of "teachers' motivation" arose. As a teacher who loves teaching and enjoys interacting with students, the researcher felt de-motivated and powerless operating in a rigid bureaucratic structure of hierarchy and subordination. The researcher noticed that her case was similar to many teachers, whose motivation become low due to structural constraints of hierarchy, fixed rules and centralized decisions. The latter concern was supported when the researcher looked for factors associated with low motivation in literature and found that teachers' levels of motivation and job satisfaction are strongly influenced by organizational structures (Paton & Miskel, 1991). From this standpoint, the aim of this research study is to offer a proposal for a new structural arrangement grounded in field based data and in literature about effective organizational structures and designed to meet the needs and recommendations of both the teachers and administrators in a Lebanese private school. In particular, this study investigates the following questions: a) what are the structural barriers that are affecting teacher's motivation from the perspectives of teachers and administrators? b) what are the structural and policy changes that need to be introduced to reduce the rigidity in the current structure from the perspectives of teachers and administrators? and finally c) what is the ideal organizational model that the school can adopt to achieve its organizational goals while improving teachers' motivation? This study follows an action research design which is a form of research that tackles a real problem of practice, generates knowledge then calls for taking action to promote change (Greenwood & Levin, 1998). Data for this study was collected from five main sources: three focus group interviews with teachers, six individual interviews with teachers, two individual interviews with administrators: the principal and the deputy headmaster, artifacts and finally the researcher's notes. The study employed qualitative (Merriam, 1998) data collection and analysis methods (coding and memoing). Results from teachers' responses identified structural barriers at three levels: the decision making level, the policy making one and the institutional level of time, resources and training. Teachers' recommendations incorporated more flexibility and discretion for teachers with policy implementation, improved communication channels, modifying some policies and involvement in the decision making process. On the other hand, administrators' responses revealed a directive managerial approach of leadership as well as Theory X assumptions of organizational management and human motivation. Rooted in members' needs and recommendations, an improvement model, with both theoretical and practical dimensions, was designed along with potential challenges to consider prior to implementing the improvement model. The research concludes with implications and significance of the study.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Performance professionnel
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Private sector
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Professional performance
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secteur Privé
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الاداء المهني
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم الخاص
9 (RLIN) 150
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102312">http://search.shamaa.org/FullRecord?ID=102312</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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