Education Management: How to Develop Motivation in Teachers Who Prepare Students for Civil Service and University Entrance Exams

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1 Education Management: How to Develop Motivation in Teachers Who Prepare Students for Civil Service and University Entrance Exams Jorge da Silva Junior Master s in Arts and Humanities ABSTRACT Low wages are the primary complaint of teachers who prepare students to compete for public-service vacancies and university contests. This complaint is assumed to reflect the dominant cause of these professionals motivation. Based on these problems, this article aims to suggest essential actions to develop the motivation of teachers who work with students preparing for public examinations. To develop this research, we used a qualitativequantitative methodology. A literature review examined corporate actions that focused on the motivation of professionals from various sectors of the industry. These data were used to compose a questionnaire. Next, 42 questionnaires were administered to the coordinators and directors of three preparatory courses in Rio de Janeiro, who evaluated each item as not important, important but not essential or essential. Next, the Lawshe method was used, which enabled us to either validate or exclude items. It is concluded that the construction of a climate based on trust, transparency and continuous feedback is essential for developing teachers motivation. Keywords: Motivation, Compensation, Education Management 1. INTRODUCTION Societies have experienced several transformations in how work is performed and thought about (LIMA, 2001). Work was not always a paid activity, and for a long time, it was used as a form of punishment. When work was paid, the amount was negligible and only met survival needs. Due to low wages and work conditions, many professionals today still view work as a form of punishment, that is, they are unmotivated professionals who perform their work out of obligation. The scenario is not different in the education sector, especially with respect to the courses that prepare individuals for civil service careers or to access vacancies in public universities. Many teachers complain about the inconsistency between pay and work. The dissatisfaction with compensation is an understandable cause of these teachers lack of motivation. However, this reality exists not only for teachers. Compensation is typically the factor cited as the major source of dissatisfaction across all professional branches when salary as a function of responsibility is low (LIMA, 2001). Compensation is therefore a factor that can affect permanence in or abandonment of the profession (LIMA, 2001). Assuming salary increase is not a motivating factor (MASLOW, 1987), the objective of this article is to identify the actions essential to developing motivation in education-sector professionals. Because studies investigating motivation in teachers were not found, motivating factors for professionals in other sectors were used. For this purpose, a literature review was conducted to identify the motivating actions most researched in recent scientific articles and master s theses. The data collected were used to compose a questionnaire with the objective of identifying the essential motivating actions for teachers of public exam preparatory courses. Society for Business Research Promotion 1

2 2. LITERATURE REVIEW 2.1. Compensation as a factor in professional demotivation Compensation is one of the major problems cited by the majority of professionals across different sectors. Therefore, dissatisfaction with salary is not a characteristic unique to teachers. With respect to the factor of compensation, a study by the Brazilian Institute of Geography and Statistics (Instituto Brasileiro de Geografia e Estatística IBGE) shows a positive variation in the compensation paid to activity groups focused on education, health, social services, public administration, national security, business, repair of automobiles and personal and domestic objects, retail trade in fuel, hospitality, transportation, cleaning and personal services. In contrast, the construction and domestic service sectors experienced the lowest growth in salary. Below is a spreadsheet with the results of the research conducted by the IBGE: Table 1 Mean real income typically received according to activity group Activity groups Mean real income typically received September August September Monthly variation Annual Variation Employed Population 1, , , Extraction, processing and 1, , , distribution of electricity, gas and water Construction 1, , , Sales, repair of automotives 1, , , and personal and domestic objects and retail sales of fuels Service performed for 1, , , companies, rent, real estate activities, financial intermediation Education, health, social 2, , , services, public administration, civil defense and safety Domestic services Other services (lodging, transportation, urban cleaning and personal services 1, , , Source: IBGE, Labor and Earnings Coordination Research Board. Monthly Jobs Research What is evidenced through the IBGE research is that although there is dissatisfaction with compensation in the education sector, that dissatisfaction is a reflection of Brazilian reality. Thus, based on the principle that low compensation is a factor that possibly demotivates education professionals, even though it is a Brazilian reality, the hypothesis proposed is supported: managers need to make motivation-related decisions that are not associated with increasing compensation. Barzellay and Longo (2011) argue that there are other ways to achieve a satisfactory level of employee commitment with a company and that an employee s compensation is the fruit of his/her labor and only one of his or her many necessities and aspirations. This is contrary Society for Business Research Promotion 2

3 to what many employers think because despite being fundamental, compensation is not always the most important factor in motivation. A study by the Metas Institute (Instituto Metas) shows the mean wage of professional teachers in Brazil (table 2). The results are ordered according to the state where teachers earn the highest salary (Federal District) to the state where teachers earn the lowest salary (Piauí). Thus, comparing Barzellay and Longo s (2011) argument with the Metas Institute research results, it is clear that actions that financially reward teachers do not necessarily generate motivation; on the contrary, they can generate demotivation. Table 2 Mean real income of Brazilian teachers. Source: Metas Institute Social Policies Evaluation and Proposal, Research conducted by the Metas Institute and published in Education Magazine (Revista Educação) in March 2013 shows teachers monthly salary in all states of the country. According to the Institute s figures, pay is higher for the teachers working in the Federal District. These teachers receive a mean salary of Brazilian reals (BRL) R$ 4,129, followed by teachers in São Paulo with (BRL) R$ 3,250, then Roraima, with (BRL) R$ 3,068 and, in fourth place, Rio de Janeiro, whose teachers earn an average of (BRL) R$ 2,911. In last place, with the lowest salaries, are the teachers from Ceará, Rio Grande do Norte and Piauí, who earn a mean of (BRL) R$ 1,500. Finally, the figure shows that the mean teacher salary is (BRL) R$ 2,420. Society for Business Research Promotion 3

4 Comparing the salary of a teacher in October 2010 available from the IBGE research (BRL) R$ 2,141 and the salary of the same professional in 2013 available from the Metas Institute (BRL) R$ 2,141.90, it is noted that in three years, teachers received a mean salary increase of BRL , that is, less than BRL 100 per year. LOW SALARIES DEMOTIVATION Figure 1 Summary of the analysis according to the literature review Source: Literature review Thus, the literature review conducted indicates the hypothesis that low pay is a factor in teacher demotivation How to think about motivation in the 21st century Motivation may be conceived as an unconscious desire to obtain something (JUNIOR & OLIVEIRA, 2009) or as an impulse towards satisfaction generally aimed at personal growth and development and consequently organizational growth and development (JUNIOR & OLIVEIRA, 2009). Motivation is associated with professional and business growth, that is, if teachers are motivated, the school will tend to grow. According to Bergamini (2006), motivation can be understood as contributors performance and efforts to achieving the organization s desired results. Good performance is dependent on the employee s motivation. In terms of behavior, motivation may be conceptualized as the effort and tenacity exerted by a person to do or achieve something (CHIAVENATO, 2005). However, to develop motivation in the professional, it is necessary to understand that the organization s interest is aligned with the professional s interest; all human motivations are based on self-interest (MARSON, et al, 2011). The professional is only motivated to do something when it is beneficial to him (MARSON, et al, 2011). Thus, in accordance with Marson et al. (2011), the worker needs to feel that the organization values him and stimulates him in a certain direction within the organization. The worker needs to feel that the organization understands that his profile fits the organization s profile and that it helps to develop his abilities and reach his professional objectives. The motivated worker is more committed and performs his tasks better. The factors that will determine the worker s motivation depend on the effectiveness of each organization in aligning the worker s personal objectives to the organization s objectives. In this case, it is evident that communication is also important in the motivational process. The education manager needs an internal strategic communication program to make it clear to the contributors that their professional objectives, such as continuing education, professional growth, quality of life, etc., are also the institution s objectives (CHIAVENATO, 2005). There are many actions that an education manager should take to develop his teachers. Below is a table with the results from the literature review. The table shows the actions cited in more than 50% of the studies reviewed. Society for Business Research Promotion 4

5 Table 3 Literature review summary that identified suggestions for activities for developing motivation in professionals across different sectors. Action Concept Communication Filho and Souza (2008) argue that a work group can be characterized by how people interact, especially to share information and make decisions that help Information each member perform their responsibilities well. The organization needs to Sharing clarify its internal, external, administrative and financial actions Organizational Climate Trust And Transparency Valuing the Individual Feedback Financial Incentives Nonfinancial Incentives Task Enrichment Flexible Work Schedule Goals Achieved by Teams Establishment of Objectives Creation of Expectations Brum (2005) comments that an organization needs to create an environment of trust and transparency for its employees. The organizational climate is of great importance in developing the organization because it involves, at a given moment, the relationship between the organization and its employees. (LUZ, 2003). Finally, the interpersonal relationships and group climate also influence each other, creating an environment that is stimulating and pleasant, unpleasant and adverse or neutral and monotonous (MOSCOVICI, 2008). It is important to treat employees well, respecting their individual characteristics, because each has his own needs. In this case, it is necessary to understand what is important to each employee (CHIAVENATO, 2000). Tracking objectives and providing feedback about employees actions can be considered a factor influencing those employees motivational processes. The objectives need to be specific, challenging and, above all, trackable. Allowing the collaborators to know how they are doing is a motivational factor (CHIAVENATO, 2000). Linking rewards (whether financial or not) to performance and making those rewards clear to all collaborators are directly related to on-the-job performance (CHIAVENATO, 2000). For the researcher, it is important to make sure that rewards are perceived as fair, linking rewards to experience, skills, responsibilities and efforts. These are the social needs identified by Maslow (2000); they include recognition, prestige and status. In this way, organizations and groups plans can be made because if people believe that there are other rewards linked to performance, they will attempt to incentivize that performance among their coworkers. Task enrichment means enriching a task in accordance with the development of the person who executes it. It can be vertical (attribution of more complex or important activities and removal of a simpler or less important one), or horizontal (migration to a different task with the same complexity, difficulty or importance) (CHIAVENATO, 2000). Flexibility can be achieved in two ways: I an employee may work ten hours per day earning one day off. That is, instead of working eight hours per day, five days a week, the employee works ten hours on only four days. II setting a central time when all employees should be at work and letting the employee choose whether they want to work the remaining hours before or after the central time, provided he works 40 hours per week (MOSCOVICI, 2008). Limongi (2006) emphasizes that if there is harmony between personal wants and organizational needs, directed by, for example, the goals of improving quality or involving teams, the individual will be motivated to work. This theory proposes that goals can be the primary source of motivation at work. Specific objectives produce better results than generic objectives. The individual can direct his efforts to achieving the goal. Overall, goals should make sense to the individual without conflicting with his personal values (LUIZ, 2009). Motivation depends on the strength of the expectation that an action will have the expected result and the attraction that that result will exert over the individual. To be motivated, an employee should be certain that his effort will yield a good evaluation, that the evaluation will result in professional rewards and that those rewards will fulfill his personal goals (FILHO & SOUZA, 2008). Source: Literature review. Society for Business Research Promotion 5

6 3. METHODS Due to complexity of the topic, it was necessary to approach it using a triangular perspective; in other words, triangulation is the central concept when integrating methods (DUARTE, 2009). The methods used here were qualitative (constructivist) and quantitative (positivist); the relationship between these two methods was termed quali-quantitative. In the qualitative research model, more than in testing theories, it is sought to discover new, empirically rooted theories because selection of these new cases emphasizes the importance of the topic (DUARTE, 2009). Thus, the keywords motivation in organizations were searched in the Scopus and SciELO databases, and 830 studies were found. Next, the articles were reviewed to identify the primary organizational actions for motivating professionals. According to Duarte (2009), this selection of cases can be affected by researcher bias. To avoid subjectivity, the primary actions that were cited in more than 50% of the articles reviewed were considered. Concepts Table 4 Number of citations of concepts collected from scholarly studies. - Valuing the professional Organizational climate Task enrichment Feedback Work schedule flexibility Nonfinancial incentives Goals achieved by teams Information sharing Financial incentives Establishment of objectives Creation of expectations 416 Source: Literature review. No. of Citations In the quantitative research method, the researcher is based on current theory or on previous empirical results. According to Duarte (2009), the use of existing conclusions excludes researcher bias. In this way, the actions selected using the qualitative research method were compiled in the form of a questionnaire. The questionnaire was put together using Google Docs and had the objective of excluding or validating the concepts collected from scholarly studies. Next, this questionnaire was administered to 42 specialists during the months of June and July This group of specialists was made up of coordinators, directors and owners of institutions that prepare students to take public exams. The respondents were both male and female, and each had at least five years of experience in education management. Each item presented was accompanied by the following answer options: (1) not important; (2) important but not essential; and (3) essential. Using the formula suggested by the Lawshe (1975) method (figure 2), the relative frequency (%) of the respondents who considered the item as essential was obtained by calculating the ratio of those who chose option (3) essential. The method enabled us to either validate or exclude the items present in the questionnaire that was administered to the specialists. Society for Business Research Promotion 6

7 Figure 2: Formula used to validate the items collected in the literature review. CRV: Content Validity Ratio The result is the validated content; it is achieved through the relationship between the total number of respondents and the number of respondents who judged an item as essential. ne: Number of respondents who chose an item as essential. N2: Total number of respondents. To validate the items, first, the number of respondents who considered items as not important or as important but not essential was excluded. Next, the number of respondents who considered items as essential was divided by the total number of respondents. The result is the validation of the items identified in the literature review. Figure 2 is a graphical representation of the method used in the process of validating and excluding items. 100% ESSENTIAL 50% 0% NOT ESSENTIAL Figure 3: Graphic used to establish actions as essential. Created by the author. The items considered essential by more than 50% of the interviewees were validated and ordered. The items considered essential by less than 50% of this population were excluded. The hierarchy is the result of the research, which indicated which actions are essential in the development of motivation in teachers of preparatory courses for public exams. Society for Business Research Promotion 7

8 4. RESULTS The table below shows the results of the survey that identified the actions essential for motivating the teachers of preparatory courses for public exams. A discussion of the graph follows. 100% 50% 0% K J I H G F E D C B A Figure 4: Results of the field survey that identified the actions essential in motivating teachers of preparatory courses for public exams. Source: Created from questionnaire results. The result of the survey validated items A feedback (86%), B organizational climate (83%), C valuing the professional (75%), D information sharing (69%), E establishment of objectives (64%) and F nonfinancial incentives (56%). The items excluded were G goals achieved by teams (50%), H task enrichment (36%), I financial incentives (33%), J flexible work schedule (28%) and K creation of expectations (20%). Table 5: Lawshe method results for teacher motivation items. Motivating Action % Result A - Feedback 86% Essential B - Organizational Climate Trust and Transparency 83% Essential C - Valuing the Individual 75% Essential D - Communication Information Sharing 69% Essential E - Establishing Objectives 64% Essential F - Nonfinancial Incentives 56% Essential G - Goals Achieved by Teams 50% Non-Essential H - Task Enrichment 36% Non-Essential I - Financial Incentives 33% Non-Essential J - Flexible Work Schedule 28% Non-Essential K - Creation of Expectations 20% Non-Essential The survey results make it clear that constant information sharing and valuing the teacher should be essential practices in any educational institution. Feedback, the item listed as most essential on the list, supports Chiavenato s (2000) theory: it is important to define objectives for employees and to keep those employees constantly informed. Therefore, communication is the most essential action for motivating the education professional. Society for Business Research Promotion 8

9 Moscovici (2008) cites education managers concern about maintaining a pleasant organizational environment. In the list of essential actions, this item received the secondhighest number of votes. According to that author, interpersonal relationships can generate a pleasant work environment and the professional who works in this environment is motivated by his relationships with both superiors and coworkers. The third most-essential item is information sharing. In accordance with the author, the employee who knows the organization s problems or virtues feels a part of the organization and can help with suggestions for making decisions (FILHO & SOUZA, 2008). With this type of communication, it is possible to state that teachers interests are aligned with the organization s interests. Luiz s (2009) establishment of objectives theory is also an essential item in the motivational process for teachers. In accordance with the author, establishing specific goals yields good results. These goals should be in alignment with the teacher s interest. Based on these results, it is possible to justify (or not to justify) a possible promotion. Finally, the actions rewarded by nonfinancial incentives make it clear that the need for the professional s self-actualization should be understood by education managers as a priority. The results support Maslow s (1987) theory of needs. For the author, some individuals could be perceived as having very strong social needs with respect to security, esteem and self-actualization. Standard-of-living and educational levels are cited as important in Maslow s characterization of the levels of satisfaction of human needs (MASLOW, 1987). 5. CONCLUSION Low wages are a problem that generates demotivation in many professionals across different sectors, including education. In addition to this problem, some institutions have difficulty in aligning the interests of the organization with the interests of its workers to motivate them. The result of this study indicated that valuing teachers, communicating between managers and education professionals and establishing goals consistent with the interests of these professionals independent of classroom dynamics or pay are essential actions to developing contributors motivation. It is concluded that companies involved in preparing students for civil service or university entrance exams should invest in their teaching staffs. This investment should be focused on establishing a strategic plan that communicates the value of the professional across the establishment and the objectives related to the interests of that professional. The managers strategic communication should focus on building a pleasant organizational climate where the teacher feels pleasure working. This study can aid in the management of educational institutions involved in preparing students for exams. It is hoped that other researchers will be interested in the topic and will continue to research actions that are essential to developing motivation in students. REFERENCES Print articles DUARTE, Teresa. A possibilidade da investigação a 3: reflexões sobre triangulação (metodológica) [The possibility of 3-way investigation: reflections on (methodological) triangulation]. CIES e-working Paper No. 60/2009 On-line articles LIMA, LM. Motivação na enfermagem - uma abordagem teórica e uma visão prática da realidade [Motivation in nursing - a theoretical approach and practical view of reality]. Texto & contexto Enferm, Books BERGAMINI, Cecília Whitaker. Motivação nas organizações [Motivation in organizations]. São Paulo - Atlas, P. Society for Business Research Promotion 9

10 BRUM, A, M. Face a Face com o endomarketing: o papel estratégico das lideranças no processo da informação [Face to face with endomarketing: the strategic role of leadership in information processing]. Porto Alegre: L&PM, CHIAVENATO, Idalberto. Comportamento Organizacional: a dinâmica do sucesso das organizações [Organizational Behavior: the dynamics of success in organizations] Rio de Janeiro: Elsevier, LIMONGI, Ana Cristina. Comportamento organizacional: conceitos e práticas. [Organizational behavior: theory and practice] São Paulo. Saraiva, 2006 LUZ, Ricardo Silveira. Gestão do clima organizacional [Management of organizational climate]. Rio de Janeiro Qualitymark, MASLOW, A.M. Motivation and Personality. New York: Harper & Row, 1987 MOSCOVICI, Fela Desenvolvimento interpessoal: treinamento em grupo [Interpersonal development: group training] 17th ed.- Rio de Janeiro: José Olympio, 2008 Book chapter LAWSHE, C. H., A quantitative approach to content validity. Personnel Psychology, 28 (1975) Theses and Dissertations LUIZ, Motivação nas organizações [Motivation in organizations]. Rio de Janeiro Instituto a Vez do Mestre, Universidade Cândido Mendes (Teacher s Turn Institute, Cândido Mendes Institute), Symposia and Congressional Meetings BARZELLAY, Bruno Ferreira da Costa & LONGO, Orlando. A Motivação como ferramenta visando a melhoria da produtividade e da qualidade de vida na construção civil. [Motivation as a tool to improve productivity and quality of life in general construction] VII Congresso de Excelência e Gestão (VII Congress on Excellence and Management), FILHO, José Rodrigues de Farias & SOUZA, Lucia Helena Noatana de. Motivação de talentos: estudo de caso no centro de pesquisa da Petrobras [Talent motivation: a case study in the Petrobas research center]. IV Congresso de Excelência e Gestão (IV Congress on Excellence and Management), JUNIOR, Paulo Elias Bedran e OLIVEIRA, Jorge Kuiz Coimbra de. Motivação no trabalho: avaliando o ambiente organizacional [Motivation at work: evaluating the organizational environment]. V Congresso Nacional de Excelência e Gestão (V Congress on Excellence and Management), MARSON, Luciana Souza Coelho; RODRIGUES, Martius Vicente Rodrigues Y; CALDERÓN, Patrícia Asunción Loyaza; SANTOS, Ivonilda Carneiro dos. A relação entre motivação e qualidade de vida no trabalho: um estudo com técnicos administrativos de uma universidade pública do Rio de Janeiro [The relationship between motivation and quality of life at work: a study with technical managers of a public university in Rio de Janeiro]. VII Congresso de Excelência e Gestão (VII Congress on Excellence and Management), 2011 Other publications IBGE. Pesquisa anual da indústria da construção PAIC 2003 [Annual research of the construction industry]. Rio de Janeiro, v. 13, p 1 79, Available at: industria/paic /2003/paic2003.pdf Revista Educação - INSTITUTO METAS. (Education Magazine METAS INSTITUTE) Media salarial dos professores brasileiros, Revista publicada em março de 2013 [Mean salary of Brazilian teachers] Accessed on October Society for Business Research Promotion 10