Card image

Teachers' views on performance and rewards within the scope of expectation theory

Abstract

Süleyman GÖKSOY [1] , Türkan ARGON [2]

The most important purpose in motivation institutions in general, and in expectation theory in particular, is to find the factors that can create the desire and desire to work more in the employees, to satisfy their needs as much as possible and to come to their duties every day willingly and work willingly. In this direction, schools need managers and leaders who have the skills to motivate their employees in order to increase their performance, grow professionally and change. Because it is not a rational approach to expect unmotivated employees to contribute to the organization. It is extremely important for school administrators to know the basic motivation theories and to have the capacity to apply them for the success to be achieved (Lunenburg & Ornstein, 2013). Managers should make their employees feel the goals of educational institutions They should concretely demonstrate that they will gain at the institutional and individual level. This situation is very important in terms of persuading the employees and their efforts to create their expectations and get their reward. Considering that the expectation has the power to believe that work-related efforts will result in a certain performance level (Lunenburg & Ornstein, 2013), the expectation that will occur in employees will also motivate teachers to the institution and educational activities. With the study conducted in this direction, within the framework of the expectation theory, it was tried to determine the expectation levels of teachers regarding the profession that their performances would be rewarded, and their beliefs about the rewards they would obtain were tried to be revealed. This situation is very important in terms of persuading the employees and their efforts to create their expectations and get their reward. Considering that the expectation has the power to believe that work-related efforts will result in a certain performance level (Lunenburg & Ornstein, 2013), the expectation that will occur in employees will also motivate teachers to the institution and educational activities. In this study, within the framework of expectation theory, it was tried to determine the expectation levels of teachers regarding the profession that their performances would be rewarded, and their beliefs about the rewards they would obtain were tried to be revealed. This situation is very important in terms of persuading the employees and their efforts to create their expectations and get their reward. Considering that expectation has the power to believe that work-related efforts will result in a certain performance level (Lunenburg & Ornstein, 2013), the expectation that will occur in employees will also motivate teachers to the institution and educational activities. With the study conducted in this direction, within the framework of the expectation theory, it was tried to determine the expectation levels of teachers regarding the profession that their performances would be rewarded, and their beliefs about the rewards they would obtain were tried to be revealed. Ornstein, 2013), the expectation of employees will also motivate teachers to the institution and educational activities. With the study conducted in this direction, within the framework of the expectation theory, it was tried to determine the expectation levels of teachers regarding the profession that their performances would be rewarded, and their beliefs about the rewards they would obtain were tried to be revealed. Ornstein, 2013), the expectation of employees will also motivate teachers to the institution and educational activities. With the study conducted in this direction, within the framework of the expectation theory, it was tried to determine the expectation levels of teachers regarding the profession that their performances would be rewarded, and their beliefs about the rewards they would obtain were tried to be revealed.

Share this article