Determination of Motivational Behavior by Implementation of Theory of Planned Behavior: A Study on Teachers of Higher Education Sectors of Punjab

Abstract

The study seeks systematic identification of motivational factors and investigated impact on motivational behavior of teacher’s through implementation of theory of planned behavior in higher educated sector of Pakistan. Data was collected through survey by adapted questionnaire from teachers of various universities of Punjab. The analysis was conducted through smart PLS (Partial Least Square) while using SEM (Structural Equation Modeling) technique. The analysis phase of the study consists of two parts: One part contains measurement model assessment while second part throws lights on structural model assessment in which testing the hypothesis including direct and indirect hypothesis. Motivational behavior of teacher’s is dependent variable, intention to stay is the mediator and extrinsic factor, attitude towards teaching, subjective norm and perceived behavioral control are independent variables. Major findings of this research study were extrinsic factors were identified as the motivational factors. Previous research mainly focused on the students motivational factors and very few considered the factors of teacher’s motivation. This study tries to fulfill this gap by investigating and identifying the motivational factors and their effect on motivational behavior of teacher’s. Introduction & Background The education system of Pakistan consists of three main levels, primary education, secondary education and higher education institutions. There are 109 public and 74 private higher education institutes in Pakistan. The universities/ degree awarded institutes and the affiliated institutes are considered the higher education institutes of Pakistan (Halai, 2013).There are three types of International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 3, March, 2019, E-ISSN: 2222-6990 © 2019 HRMARS 1234 resources in any organization that are physical, financial and human. The most important resource in them is human resource. The humans perform the important role in the development of the organization and increase the progress of the organization. Humans improve the organizations efficiency and supportive in achieving the goals of the organization (Rasheed, Aslam, & Sarwar, 2010). Universities are the center of higher education. The teachers play the important role in the educational institutes. They teach the students, delivered the updated knowledge and enhance the students skills to compete in the challenging environment (Sarwar, Aslam, & Rasheed, 2012).The students gain higher education in universities and learn the professional skills and new knowledge that is necessary for their future. The qualified teachers teach and train their students according to the competitive and challenging environment. The teacher’s motivational behavior also impacts on students learning. So the higher education institutions must focus on teacher’s motivation (Dahl & Smimou, 2011).According to (Rasheed, Humayon, Awan, & Ahmed, 2016) the higher education commission of Pakistan to put its maximum efforts to improve the teacher’s performance. For improving teachers motivational behaviors the higher education commission reconsider the motivational factors such as salary packages, rewards, bonuses, paid leaves, medical leaves, facilities and foreign scholarship for their higher qualification. Behind this the higher education commission demands the teachers become committed to their institution, make perfection in their deficiencies and teach honestly to their students. The motivated teachers perform their tasks efficiently and effectively. There are two types of motivation: intrinsic motivation and extrinsic motivation. The intrinsic motivation refers to motivation that comes from inside an individual. When people are internally motivated to do something it brings them pleasure (Deci and Ryan, 2000). Dornyei and Csizer (1998) explain the factors of intrinsic motivation. These factors such as: develop relation with learners, build the learners self-confidence, develop the learning process and increase learner’s goal orientation. The teachers use these factors to internally motivate of their students. The extrinsic motivation comes from outside like physical rewards like money, incentives, bonuses etc (Komaki, 1982). The motivation of university teachers in Pakistan through salary is challenge for the government and it is difficult to competing with the private sector universities in compensation. The public sector universities must have to give attention to the non-monetary factors such as recognition, feedback and opportunities for career development to retain their high quality. One of the most important and respectable profession in the world is teaching. In the society all the other professions have roots in the teaching profession. In Pakistan, the policies and plans of the government has not been focused to find out the factors that cause low motivation or de-motivation of teachers instead the government focused only on the professional development of the teachers, which include the training of teachers. Martin, Webb and Ashton (2003) explain a lot of researches are available on student’s motivation. But limited researches are conducted on the teacher’s motivation in the higher education institutes (Martin, 2003). This research incorporates the theory of planned behavior to addressing the most unaddressed area of higher education institutions that is teacher’s motivation. This research has explained several motivational factors that are important for the university teachers. These factors increase the teachers work performance in order to increase the institutional effectiveness. International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 3, March, 2019, E-ISSN: 2222-6990 © 2019 HRMARS 1235 Teachers are the pillars of any educational systems. The universities work on teacher’s motivation and offering attractive salary packages, compensation, empowerment, rewards, bonuses, medical leaves and other benefits. But due to these they don’t competes the private higher education institutes in salary packages, compensation and other facilities. Many skilled teachers attract to the private higher education institutions due to these facilities (Jose & Chacko, 2017). The current research considers the theory of planned behavior to identify the motivational issues of the teachers in higher education institutions of Pakistan. Elaborate the problems which highlight the factors that create hurdles in achieving high teacher’s motivation in the universities. Problem Statement There are different stages of education: primary education, secondary education, college or university education. Universities are the higher education sectors where teachers play an important role in ensuring high quality of education. The motivation of teachers is related with students learning and achievement. Moreover, the previous literature on teacher’s motivation, the different authors explored the various motivational issues for teachers in the universities (Muhammad 2010). The majority of the teaching staff searches the other income generating activities to increase their academic salaries. The money is the main factor at every stage but money alone cannot increase the motivation of every employee. The training is the most important activity and it is mostly used in the motivational program for employees’ development (Rasheed et al., 2016). The teacher’s motivation highlight that higher education commission of Pakistan is extremely focused on improving the performance of universities. For the improvement in universities, higher education commission of Pakistan has taken different steps for the teacher’s learning and development. In this way they can improve the progress in higher education institutions. The initiatives of higher education commission include training for teacher’s, workshops, increasing salary packages, national and international scholarship and much more. But still the teachers motivational issue is exist on the workplace. (Rasheed et al., 2010). Different researchers like Martin, Ashton and Webb (1986) and Davidson (2005) have found in their research that although sufficient research is available on student’s motivation but very little effort has been made to deal with the issues of teacher’s motivation. (Visser, 2012). However, teacher’s motivations for teaching in higher education are rarely studied (Rasheed et al., 2016). In the public institutions of Pakistan, the teacher’s motivation by salary only is quite challenging for the government and it is difficult to compete with the private universities. They must have to give attention to the non-monetary factors such as recognition, feedback, participate in decision making, empowerment and opportunities for career development to retain and motivate their high quality teacher’s. Current research incorporate the theory of planned behavior to identify the teacher’s motivational issues in the higher education institutions of Pakistan. Explain the problems which highlight the factors that create hurdles in achieving high teacher’s motivation in the universities. This research helps out the authorities of universities in Pakistan to understand the teacher’s motivational behavior and work on the issues and problems of teacher’s motivation. International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 3, March, 2019, E-ISSN: 2222-6990 © 2019 HRMARS