Kesan pengantaraan pengalaman psikologi bagi hubungan pelbagai kemahiran dalam tugas pengajaran dengan motivasi kerja guru

• Main Authors: Abdullah, Mat Zaini, Osman, Rafisah
• Format: Article
• Language: English
• Published: Universiti Utara Malaysia Press 2015
• Subjects: LB Theory and practice of education
• Online Access: http://repo.uum.edu.my/15483/1/10mjli12.pdf; http://repo.uum.edu.my/15483/; http://www.mjli.uum.edu.my/index.php?option=com_jdownloads&Itemid=173&view=viewdownload&catid=28&cid=103

Purpose: This study aims to seek the effect of teachers’ multi skills on their motivation towards work.In addition, this study also examines the mediation effect of psychological experiences as the mediator variable.Methodology – This study employs the correlation design which involves structured equation model assessment with a quantitative approach.Meanwhile latitudinal survey method is used for data collection.458 secondary school teachers in the state of Kedah were selected as the respondents.Cluster random sampling was used to select the respondents.The data was analyzed using Structured Equation Modeling followed by bootstrapping for the mediation effect.Findings – Findings showed that teachers’ multi-skills do not have significant relationship with teachers’ motivation towards work.However, multi-skill factors are found to have significant relationship with effective working experiences, responsibility experiences and real knowledge of their work output.95% bias in confidence interval analysis was corrected in effective working experiences, responsibility experiences and real knowledge of their work output and the absence of zero value showed that the three psychological experiences have significant mediation effect. Significance – This study benefits school administrators and education leaders in terms of planning teachers’ working design by emphasizing on the development of motivation towards work through the process of stimulating teachers’ psychological experiences. Here, psychological experiences refer to positive psychological capital success through teachers’ involvement in completing their teaching tasks.This study is meaningful for teachers to internalize the importance of having and using multi-skills in completing their teaching tasks in schools.