Influenceof Non-material MotivatorsonEmployee Engagement

 

Influenceof Non-material MotivatorsonEmployee Engagement

Jie He  and  Eksiri Niyomsilp

                                                                                                                              By Amornteb  Intasorn

Abstract

The  objectives  of this research  were  to  study the influence  of  non-material  incentives  on  college  music lecturers engagement, and to explore  the mediating role of work affect  in the process of non-material  motivation affecting the engagement of college music teachers. The data was collected from 249 music lecturers from 12 music institutes in Shanxi province using purposive sampling methods.  The sample data is processed using statistical software, including reliability test, descriptive statistical analysis, multiple linear regression analysis, Sobel test. The findings revealed that non-material motivators were significantly related to employee engagement and work affect. It  also  puts  forward  some  suggestions  on  the  non-material  motivation  of  music  school  teachers:  Promote the particularity of title review, Improve the autonomy of work, and so on. 

Objectives of the study

1. To study the influence of non-material incentives on college music lecturer engagement.

2. To explore  the  mediating  role  of  work  affect  in  the  process  of  non-material  motivation affecting the engagement of college music teachers.

Research hypothesis

The  research  hypothesis  of  this  paper  is  that  personal  motivator,  work  motivator  and organizational environment motivator have a significant impact on the engagement of music lecturers in colleges and universities in Shanxi Province, and work affect plays
a mediating role between them (Liu Kewei, 2013).

Research methodology

This research is a  quantitative  design using survey questionnaire  to  collect  data  from  249 music lecturers who currently are working in music institutes in Shanxi Province. The research employs Reliability  and  Validity  Test,  Descriptive  Statistics,  Multiple  regression  and  Sobel  test  to  test  the relationships and to test hypothesis. The data collection of this study adopts the purposive sampling for quantitative design.

Research Results

Reliability and Validity Test

1. Reliability Test Results of Scales showed that the design of the scales has certain stability and reliability, and acceptable.

2. KMO and Bartlett’s Test Results how that the correlation between variables is better(KMO>0.7,Sig.<0.01),indicating that the  validity  of  the  questionnaire  is  ensured  and  suitable  for  factor  analysis.  The data of this questionnaire is there for valid.

Descriptive Statistics

The questionnaire shows that the majority of music lecturers who participated in this research are female, with ages between 41—50 years old. Their education is master degrees; their major is Vocal music performance; their academic position is Assistant Professor.

 

Linear Regression Analysis of Hypotheses Testing revealed that: there is a significant relationship between non-material motivators (work motivator, organization environment motivator) and employee engagement. There is no significant relationship between personal motivator and employee engagement.

 

Regression analysis non-material motivators on Work affect revealed that: there is a significant relationship between non-material motivators (personal motivator, work motivator) and Work affect. There is no significant relationship between organization environment motivator and employee engagement.

 

Regression analysis work affect and employee engagement revealed that: there is
a significant relationship between work affect (positive emotion, negative emotion) and employee engagement.

 

Mediating analysis of work affect between non-material motivators and employee Engagement. Non-material motivators will have a significant positive impact on employee engagement. Work affect does not have an impact on employee engagement. This indicates that work affect has no mediating role between non-material motivators and employee engagement. However, since non-material motivators has a significant influence on work affect, work affect has a significant influence on employee engagement, the mediating  role of work affect needs to be further tested. Then, Sobel test was used to test the significance of this mediation effect.201

 

Sobel Test of Mediating Effect of Work affect. Work affect has a partial mediating role between non-material motivators and employee engagement.  Regression  analysis  of  variables  found that  when  music  lecturers  in colleges  and  universities  reach  a  higher  level  of  work  motivation  and  organizational  environment motivators their engagement will also be improved accordingly.

Conclusion

Shanxi Province is an economically underdeveloped area in China, which is in
a backward position in the higher professional music education. Therefore, the research on the construction and engagement of  music  talents  is  an  important  link  in  the  development of  the  music  department in Shanxi universities. This research was focused on studying the impact of non-material motivators on employee engagement with music institutes in Shanxi province. In order to widen the link mechanism between non-material motivators and employee engagement, this study added a mediator variable---work affect and tested the mediating role of work affect between non-material motivators and employee engagement.

Discussion

After data analysis, “work motivators” and “organization environment motivator” dimension of non-material motivators has a significant positive influence on employee engagement. “Personal motivator” has no significant relationship with employee engagement. And personal motivation had a negative impact on the work effect of music lecturers, Contrary to our hypothesis, The results show that the higher the personal motivation is, the less the influence of music teachers' work will be. In addition, work affect has a significant positive influence on employee engagement, “positive emotion” has a significant positive influence on employee engagement. “Negative emotion” dimension of work affect has a significant negative influence on employee engagement. Also Work affect is an important mediator variable between non-material motivators and employee engagement.

 

 

WOMEN AS HEADS OF INDEPENDENT SCHOOLS: THE PRESENCE OF APPRECIATIVE INQUIRY ON THE JOURNEY OF WOMEN TO THE HEADSHIP

Link: https://www.proquest.com/docview/3052356482/2FBF8D3025C541C3PQ/1?sourcetype=Dissertations%20&%20Theses

Research - WOMEN AS HEADS OF INDEPENDENT SCHOOLS: THE PRESENCE OF APPRECIATIVE INQUIRY ON THE JOURNEY OF WOMEN TO THE HEADSHIP

Debra A. Otey

A Dissertation Submitted to the
University of North Carolina at Wilmington 

in Partial Fulfillment of the Requirements for the Degree of
Doctor of Education

Watson College of Education University of North Carolina Wilmington 2024 

Analyzed and presented by: Miss Charinya Katherine Demaine 244511002

Abstract: The study examines the underrepresentation of women as heads of large, K–12, co-educational independent schools, analyzing the leadership journeys of six women through the 5D cycle of Appreciative Inquiry (Define, Discover, Dream, Design, Deliver). It highlights the critical role of self-awareness, mentoring, and advocacy in overcoming gender biases and advancing careers. The research advocates for intentional mentorship by current female leaders to support aspiring women, fostering growth and increasing female representation in executive educational roles.

Research Objective:  The study examines the underrepresentation of women as heads of large, K–12, co-educational independent schools, analyzing the leadership journeys of six women through the 5D cycle of Appreciative Inquiry (Define, Discover, Dream, Design, Deliver). It highlights the critical role of self-awareness, mentoring, and advocacy in overcoming gender biases and advancing careers. The research advocates for intentional mentorship by current female leaders to support aspiring women, fostering growth and increasing female representation in executive educational roles.

Independent variables: Mentorship, Appreciative Inquiry Framework and Advocacy.

Dependent variables: Leadership Journey Outcomes, Perceived Impact of Mentorship and Barriers Overcome: 

Research Questions:

RQ1: What aspects of the Appreciative Inquiry process (Define, Discover, Dream, Design, Deliver) were present in the journey stories of current or former sitting female heads leading large, K–12, co-educational independent day schools?

RQ2: How do current or former sitting female heads leading large, K–12, co-educational independent day schools believe mentorship played a role in their professional journeys? RQ3: What are the beliefs and perceptions of current or former heads of school regarding mentorship as part of their leadership role? 

Theory or Related Literature Reviews - The study is grounded in Appreciative Inquiry (AI) and its 5D cycle (Define, Discover, Dream, Design, Deliver) as a theoretical framework. 

Appreciative Inquiry (AI) is a framework grounded in Positive Psychology, emphasizing the exploration of strengths, successes, and potential rather than focusing on deficits or problems. AI aims to inspire transformational change in individuals and organizations by fostering a forward-looking, optimistic mindset.

The 5D Cycle of Appreciative Inquiry:

1. Define:Establish the focus and purpose of the inquiry. Identify strengths, skills, and goals that align with the organization's or individual's vision.

2. Discover: Explore and analyze past successes, achievements, and positive experiences. Gather insights into what works well and why.

3. Dream: Envision an ideal future and the desired outcomes. Brainstorm possibilities and articulate aspirations.

4. Design: Develop actionable plans and structures to achieve the envisioned goals. Create systems and strategies that align with identified strengths and objectives.

5. Deliver (or Destiny): Implement the plans and sustain the change. Focus on commitment, execution, and adapting the vision into reality.

In the context of women’s leadership journeys, the 5D cycle helps analyze how leaders define their strengths, discover and leverage opportunities, dream of higher roles, design pathways to reach them, and deliver sustained success. It provides a structured, empowering approach to overcome challenges and foster growth in aspiring leaders.

Related Literature:

1. Gender Bias in Leadership: Studies have long highlighted the underrepresentation of women in executive roles, both in business and education sectors (Eagly & Carli, 2007; Shakeshaft, 1989). The "glass ceiling" and "labyrinth" metaphors describe systemic and complex barriers to women's advancement.

2. Mentorship and Advocacy: Mentorship, especially by other women, is critical for career development in leadership roles (Flaxman, 2022; King, 2021). Advocacy and sponsorship have also been shown to positively impact career progression and opportunities (Hewlett, 2013).

3. Appreciative Leadership: Rooted in Positive Psychology, AI and Appreciative Leadership provide tools for fostering growth, self-awareness, and relational leadership (Whitney et al., 2010). This theory aligns with the developmental needs of women leaders, focusing on their unique strengths and contributions.

4. Barriers to Leadership: Gender biases, limited access to networks, and time demands of middle management roles are common challenges faced by women (Hotchkiss, 2019; Pernambuco-Wise, 2011). These barriers necessitate targeted mentorship and strategic leadership development approaches.

5. Independent Schools and Leadership: Women remain underrepresented in leadership positions in independent schools, particularly in large, K–12, co-educational settings. Studies underscore the importance of female mentorship and systemic advocacy to address this disparity (NAIS, 2021; Colmaire, 2022).

Research Methodology - This study employs a qualitative research design grounded in narrative inquiry and constructivist epistemology to explore the leadership journeys of women serving or aspiring to serve as heads of large, K–12, co-educational independent schools. Biographical Qualitative Inquiry: Emphasizes understanding the participants’ lived experiences and how they construct meaning from their leadership journeys.

Participants and Setting - Six women who are current or retired heads of large (>700 students), K–12, co-educational independent day schools.

Purposeful sampling was used to select participants who could provide in-depth insights into the leadership experiences of women in these roles.

Data Collection Methods - Data were collected through three tools:

1. Semi-structured interviews conducted via Zoom, lasting 45–90 minutes each.

2. Questions focused on participants’ leadership journeys, mentorship experiences, and perceptions of the Appreciative Inquiry process.

3. Interviews were recorded, transcribed, and analyzed to identify themes and patterns.

Data Analysis - A multi-layered coding process was employed:

• First Cycle: Segmented transcripts based on psychological themes, leadership milestones, and the 5D cycle (Define, Discover, Dream, Design, Deliver).

• Second Cycle: Identified relationships between themes and categorized influences, such as mentors and sponsors.

• Final Coding: Consolidated themes into broader categories, such as journey stories, journey partners, and journey passion.

Thematic analysis was filtered through the 5D cycle to link findings to the Appreciative Inquiry framework.

Findings: - The study highlights the key themes from the leadership journeys of six female heads of large, K–12, co-educational independent day schools, analyzed through the lens of the 5D cycle of Appreciative Inquiry.

1. Journey Stories and the 5D Cycle of Appreciative Inquiry

• Define: Participants developed self-awareness and identified their strengths, skills, and leadership aspirations. They recognized themselves as lifelong learners and leveraged their abilities in areas such as teaching, problem-solving, and relationship-building.

• Discover: Through reflection and external feedback, participants uncovered opportunities for growth and areas to refine, such as overcoming defensiveness and embracing vulnerability.

• Dream: Envisioning their futures, participants aspired to executive leadership roles and strategized pathways to achieve their goals.

• Design: They created concrete plans, such as pursuing advanced degrees or leadership training, to prepare for leadership positions.

• Deliver: Participants implemented their plans, attaining leadership roles and influencing their school communities through transformational leadership.

2. Role of Mentorship and Advocacy - Mentorship, particularly from female leaders, was pivotal in guiding participants' journeys.Mentors provided emotional support, constructive feedback, and professional guidance. Advocacy included sponsoring participants for leadership opportunities and encouraging self-confidence. Journey partners (mentors, colleagues, and advocates) were identified as critical to success, providing encouragement and role models.

3. Barriers and Strategies to Overcome Them - Participants faced challenges such as gender bias, lack of female representation in leadership, and personal sacrifices. Strategies to overcome these included proactive networking, seeking mentors, and utilizing strengths-based approaches like Appreciative Inquiry.

4. Passion for Mentorship - All participants expressed a commitment to mentoring aspiring female leaders. They emphasized the importance of advocacy and intentional mentorship to prepare the next generation of women for leadership roles. They used the Appreciative Inquiry framework to foster growth in their mentees, focusing on strengths, aspirations, and actionable goals.

5. Unique Leadership Qualities of Women - Participants described their leadership style as collaborative, empathetic, and transformational. These qualities were credited with creating a positive and inclusive school culture. They emphasized the importance of balancing personal and professional lives, demonstrating resilience, and leveraging relational skills to build trust and foster community.

The study found that Appreciative Inquiry, mentorship, and advocacy are crucial in supporting women’s leadership journeys. By focusing on strengths and aspirations, these tools enable women to overcome systemic barriers, achieve executive roles, and inspire future leaders.

Limitations: 

Small Sample Size: Limited to six participants, which restricts the generalizability of findings to all women leaders in education.

Homogeneity of Participants: The sample lacked diversity in terms of race, ethnicity, and cultural background, which may limit the applicability of findings to underrepresented groups.

Narrow Scope: Focuses exclusively on large, K–12, co-educational independent schools, excluding smaller schools, boarding schools, or faith-based institutions.

Retrospective Nature:Relies on participants’ reflections, which may be influenced by memory biases or selective recall.

Limited Analysis of Barriers: While emphasizing strengths, the study does not deeply analyze systemic challenges or provide detailed strategies for addressing them.

Researcher Bias: The researcher’s role as a sitting head of school may introduce unintended bias in data interpretation despite efforts to mitigate it.

Strengths:

In-Depth Exploration: The qualitative design provides rich, detailed insights into the lived experiences of women leaders, capturing the complexity of their journeys.

Focus on Appreciative Inquiry (AI): Using the 5D cycle of AI offers a unique strengths-based perspective, emphasizing growth and potential over barriers and deficits.

Relevance to Leadership Development: Findings have practical implications for educational leadership, particularly in fostering gender equity in independent schools.

Authenticity of Voices: The use of narrative inquiry ensures participants’ voices are central, allowing for authentic representation of their experiences.

Constructivist Framework: The study’s constructivist approach highlights the interplay between personal and professional growth, emphasizing the co-construction of leadership identity.

Pilot Study: Impact of School Director-led Workplace Professional Development Training for In-service Teachers

 

Pilot Study: Impact of School Director-led Workplace Professional Development Training for In-service Teachers

Oluwaseyi Olubunmi Sodiya1, Samira Hajiyeva2

1Educational Administration Organization and Planning of Education, Department of Education School of Humanities, Education and Social Sciences Khazar University, Baku, Azerbaijan 2School of Education, ADA University, Baku, Azerbaijan

Journal of Education and Learning (EduLearn) Vol.16 No.1 (February 2022)

วิเคราะห์และนำเสนอบทความ โดย  Wannarasmi  Chanthakut

Abstract

Teacher’s attitudes and strategies can be influenced by workplace professional learning, which in turn affects student engagement and learning. Although educators are accountable for their professional development, the school must be learning-centered and able to provide resources for all members of the institution to improve their teaching and learning skills for the overall development of the school. The project's goal was to perform a pilot intervention study on the impact of school director-led workplace professional development for in-service teachers to provide evidence and recommendations on the impact of school director-led workplace professional development training for teachers. The intervention study on school director-led workplace professional development training for teachers on formative assessment indicates that there were significant changes in teachers’ understanding and use of formative assessment. The result found that there is a statistical difference between the teacher’s pre- and post-intervention survey responses on formative assessment workplace professional development training. The evidence stands as a recommendation for school directors, teachers, the Ministry of education, and other stakeholders for quality teaching and whole school development.

Research Objectives

This study aimed to evaluate the impact of school director-led workplace professional development training on in-service teachers' understanding and application of formative assessment techniques while assessing its broader implications for school and student development.

Related Literature and Theoretical Framework

The study is grounded in Wenger's Social Learning Theory, emphasizing:

1.     Meaning: Enhancing the ability of individuals and groups to find significance in their work.

2.     Practice: Utilizing shared resources and frameworks to sustain engagement.

3.     Community: Building configurations that value collaborative goals.

4.     Identity: Transforming personal and professional roles within a learning community.

The literature highlights the critical role of school principals in facilitating professional growth (Fullan, 2014) and fostering a collaborative environment that supports instructional improvement (Darling-Hammond, 2017).

Conceptual Framework

This framework situates the school director as a transformative leader who organizes and delivers targeted in-house training, fostering teacher quality and student achievement while driving whole-school progress.

📈📐Research Methodology

• Population and Sample: The study involved nine teachers from a private school in Baku, Azerbaijan, including subject and homeroom teachers.

• Design: A mixed-methods approach was utilized, incorporating pre- and post-intervention surveys, training sessions, and reflective evaluations.

• Data Collection: Observations, surveys, and teacher reflections were employed to identify needs, measure progress, and evaluate outcomes.

• Statistical Tools: Descriptive analysis and t-tests assessed changes in teacher responses before and after intervention.

The intervention demonstrated that school director-led training can significantly enhance teacher competencies, which positively influences student outcomes and overall school performance.

• Recommendations:

• Encourage school leaders to adopt similar low-cost, impactful professional development initiatives.

• Support from policymakers and educational stakeholders is crucial for scaling such programs.

• Further research should explore the long-term impact of professional development on school culture and leadership efficacy.

🔑🔆Key Findings

1.     Pre- and Post-Intervention Analysis:

o    Teachers’ understanding and use of formative assessment improved significantly, as indicated by increased agreement in survey responses (e.g., Agree responses rose from 14.21% to 22.40%).

o    Statistical analysis confirmed meaningful changes in teacher perceptions (t-stat = -2.47; p < 0.05).

2.     Teacher Reflections:

o    Teachers appreciated the training for uncovering gaps in their feedback techniques and enhancing their classroom strategies.

o    They suggested more practical examples and time management tips to optimize formative assessments.

Conclusions and Recommendations

This study illustrates the transformative potential of in-house professional development and emphasizes the pivotal role of school directors in advancing teaching quality and fostering collaborative learning environments.