講演情報
[1L02]School Culture and Teacher Motivation in Malawian Community Day Secondary Schools: A Contextual Analysis
*Matthews Kamzgezge Nyirenda1 (1. Hiroshima University)
キーワード：
School Culture、Teacher Motivation、Community Day Secondary Schools
This study examined school culture and teacher motivation in Community Day Secondary Schools (CDSSs) in Malawi based on the following questions: (1) What types of school culture exist in CDSSs? (2) What types of teacher motivation exist in CDSSs? (3) What are the significant predictors of school culture and teacher motivation in CDSSs? Employing a convergent parallel design, the study drew data from 14 CDSSs in Mzimba South through questionnaires completed by 111 teachers, interviews with 14 headteachers, two focus group discussions involving 17 students, and school observations. Quantitative data were analyzed using both descriptive and inferential statistics, while content analysis was employed for qualitative data. Positive school cultures identified were: (1) Collaborative, characterized by teamwork among staff and students. (2) Interdependent; characterized by academic support and shared responsibilities. Negative school cultures identified include: (1) Fragmented individualism, which manifests primarily in lesson planning among teachers. (2) Toxic culture, which is characterized by administrative negligence that leads to teacher and student absenteeism, an unmaintained school environment, and normalized tardiness. Based on Self-Determination Theory by Deci and Ryan (2017), five types of teacher motivation existed in CDSSs as follows: (1) Intrinsic motivation, associated with teachers' passion for teaching. (2) Extrinsic motivation, primarily linked to non-material rewards. (3) Identified motivation, as teachers are dedicated to upholding professional values, and identify themselves with the school's vision and mission statements. (4) Introjected motivation, as teachers strive to meet their obligations despite low morale. (5) Amotivation, a lack of teacher commitment and purpose. Multiple linear regression results indicated that school governance strongly predicted teacher extrinsic motivation, and intrinsic motivation predicted the school's social climate, as well as school governance and teacher extrinsic motivation. This nexus underscored the centrality of school leadership in determining the overall institutional culture and staff motivation.
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