Cultural Influence on Teacher Motivation–A Country Study of Maldives

Hasan, Abdul Raheem; Hynds, Anne

doi:10.7763/ijssh.2014.v4.312

Cited by 8 publications

(8 citation statements)

References 28 publications

(31 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Klassen et al [21] idea to consider physical and geographical conditions while exploring teacher motivation also seemed a very plausible idea. The complexity of teacher motivation and its inter-dependency upon a complex array of personal, social, cultural, economic, and political conditions that govern the situations in which teachers function were largely supported by these findings [16], [36].…”

Section: Discussionsupporting

confidence: 55%

Teachers' Motivation in the Maldives – Vital but Context-Specific

Hasan¹,

McDonald²

2015

IJSSH

Self Cite

View full text Add to dashboard Cite

Abstract-This paper explores stakeholders' perceptions of the motivational influences for successful indigenous teachers to stay on as teachers in the islands of the Maldives. The research employs qualitative methods of interviewing, focus-group meetings and questionnaires to collect data from local indigenous groups that included school principals, leading teachers, successful teachers, parents and students. Analysis of data indicates that the participants' perceptions of what motivated successful teachers to remain as teachers are largely influenced by the cultural aspects and specific island-life characteristics. It is clear that the motivational influences to stay on in the teaching profession are contextual, inter-related, inter-dependent and multifaceted but the 'double S' of motivation -salary and status -is also evident.

show abstract

Section: Discussionsupporting

confidence: 55%

Teachers' Motivation in the Maldives – Vital but Context-Specific

Hasan¹,

McDonald²

2015

IJSSH

Self Cite

View full text Add to dashboard Cite

show abstract

“…Therefore, the study of Keuren et al (2014) has shown that the status of teaching as a profession has declined and making it difficult for teachers to remain in the classroom for a long period. Other researchers such as George et al (2008) and Hasan and Hynds (2014), expressed similar views. It follows that motivation has been a challenge for most teachers in the developing world.…”

Section: Global Challenges and Trends On Teacher Motivationmentioning

confidence: 69%

Challenges and Trends on Teacher Motivation and Commitment at Senior High Schools in Greater Accra Region, Ghana

Vulley¹

2020

theijhss

View full text Add to dashboard Cite

Research on teacher motivation existed for sometimes now because of its importance to teachers and other stakeholders, including parents and students, administrators, government and its agencies (Coven, 2018, Hussain & Hassan, 2016). The issue of quality education has also received considerable critical attention in recent years because of its significance to national development. However, what worries most researchers is the general concepts surrounding teacher motivation and job commitment that has been well known in developed countries but it was not until early 1970s that small-scale research and case studies began to emerge in developing countries (Ngimbudzi, 2009; Murage&Kimani 2014). Even that, the major difficulty according to research for most managers is how to create and align this type of motivation to achieve the organisational objectives (Seniwoliba, 2013). Studies have shown that motivated personnel are critical for the success of their departments in particular and the organisations as a whole (Paul, 2017, Sawitri, Suswati and veHuda 2016). However, it has been found that only scanty institutions have instituted a policy geared toward motivating employees and as a result, only few employees enthused about their jobs and are committed fully to their organizations (NN & Jacob, 2015; Suthara, Chakravarthib & Pradhan, 2014). According to Suhag, Larik, Tagar,and Solangi (2016), motivation can lead to many behaviours and it is important to understand the importance of motivation in an educational setting; this, unfortunately is lacking not only in the educational sector but other sectors of the Ghana economy. Sawitri, Suswati and veHuda (2016) assert that teachers hold the key and foster excellence in the educational system. Teachers develop, design and guarantee quality assurance in teaching and learning. For the growth and development of educational system worldwide, job commitment and motivation of teachers become very important. It has also been established that for a given school to perform exceptionally, the input of teachers is critical in this regard (Akafo & Boateng, 2015). However, the motivation and commitment level of teachers become subject of debate in recent times (Paul, 2017, Coven, 2018). The purpose of this study was to investigate the challenges and trends on motivation and commitment level of teachers from Senior High Schools (SHS) in Ghana by concentrating on greater Accra region which the capital. 2. Literature Review At present, there is no universal accepted definition or explanation of what 'teacher motivation' comprises of at least in the developing world (Guajardo, 2011; Hasan & Hynd, 2014). Many writers and researchers in the field of international education development over the past years are debating on this topical issue on whether a universal

show abstract

“…Despite this, the lack of significant difference on the self-enhancement versus self-transcendence dimension suggests the complex interplay of factors that affect value change. One proposition is that Maldivian society is quite a mobile population -that is, those residing in the urban areas, particularly the capital, are temporary residents for the purpose of education and work and maintain traditional orientations (Hasan and Hynds 2014). This often results in some members of the family residing in their home islands and other family members residing on the capital island for the most part of the year, yet they maintain kinship relationships with family in the islands, allowing the maintenance of values developed during life stages.…”

Section: Discussionmentioning

confidence: 99%

Social value orientations and public confidence in institutions: A young democracy under the imprint of COVID-19

Moosa¹,

Riyaz

Raheem

et al. 2021

CCS Journal

View full text Add to dashboard Cite

Social value orientations (SVOs) of a society determine peoples' behaviour and are critical for young democracies in crises. This paper draws on the Maldives Values in Crisis survey, conducted during the first wave of COVID-19 pandemic. SVOs assessed using the Schwartz Personal Values Questionnaire shows that Maldivian society weigh slightly towards prosocial. Urban-rural, age, and gender determine the SVOs on the dimension of Openness to change versus Conservation while age and gender determine the SVOs on Self-enhancement versus Self-transcendence dimension. Confidence in the public institutions were moderate and not associated with the SVOs. The moderate level of SVOs and confidence in institutions reflects the democratic landscape of the country. Although prosocial SVOs are favourable for implementing containment measures of the pandemic, without a strong value orientation towards conservation and self-transcendence, and confidence in the institutions, the country faces the risk of non-compliance to measures and escalation of the crisis.

show abstract

Cultural Influence on Teacher Motivation–A Country Study of Maldives

Cited by 8 publications

References 28 publications

Teachers' Motivation in the Maldives – Vital but Context-Specific

Teachers' Motivation in the Maldives – Vital but Context-Specific

Challenges and Trends on Teacher Motivation and Commitment at Senior High Schools in Greater Accra Region, Ghana

Social value orientations and public confidence in institutions: A young democracy under the imprint of COVID-19

Contact Info

Product

Resources

About