A Model of Lecturers' Power Motivation,Empowerment, Perceived Inequality, Internal Service

Quality and Burnout to Students Satisfaction

Abdul Raheem Mohamad Yusof

Nek Kamal Bin Yeop Yunus

Arsalan Mujahid Ghouri

KOD: FRGS/KPT 06-50-06-092012

Univer

A Model of Lecturers' Power Motivation,Empowerment, Perceived Inequality, Internal Service

Quality and Burnout to Students Satisfaction

Abstract

Education is most fundamental need for nations now, today's developed and dominatingnations in trade and commerce etc. were emphasize on education in past and now they are

enjoying the ultimate result. Providing best education opportunities are investment bygovernment which will produce the finest, skillful and knowledgeable human resource

for their nation! economy. If individuals see the good education opportunities and

chances then they are ready to invest their time and money to secure their future.

Education bound teachers and students to balanced and enhance the social and economic

perspective, which could be happen on international stage too.This study explores the relationship of student satisfaction with power motivation,

empowerment, internal service quality, perceived inequality and burnout. This study alsofind empirically how burnout link with student satisfaction when it effect combine with

other variables e.g. power motivation, empowerment, internal service quality and

perceived inequality.In first result, it confirmed that burnout mediates the relationship between power

motivation and students' In second test it's not fulfilled the requirement for mediationtest on the medicate relationship of burnout on empowerment and students' satisfaction.

In third test ofmedication of burnout over perceived inequality and students' satisfaction,it was established that burnout mediates the relationship between perceived inequalityand students' satisfaction. In f011h test of mediation it found that requirement for

mediation test on the relationship of burnout on internal service quality and students'

satisfaction not fulfilled.First regression test shows the significance variation in burnout by power

motivation, empowerment, perceived inequality and internal service quality. Second

regression analysis illustrates the significance variation in students' satisfaction by the

impact of power motivation, empowerment, perceived inequality, internal service qualityand burnout.

Satisfied students are promoter and re-presenter of universities. So burnout is the

factor with power motivation and perceived inequality which hurts the student

satisfaction level. So when university administration allows faculty members to

implement their authority over others, they take care of burnout/ stress level of them,otherwise it returned with low students' satisfaction. Inequality feelings between facultymembers increase the stress level in faculty members, which directed the students'

satisfaction downwards. So administrators of public sector universities suppose to create

balance between the responsibilities and workload for students and colleagues/ staff,

employee treatment, colleague relationship, job timing to create win-win situation for

students, university/ university administration and faculty members.

Table of Contents

Abstract

AcknowledgementTable of Content

List of Tables

List of Figures

11

iii

v

V111

CHAPTER ONE: INTRODUCTION

1.1 Introduction

1.2 Background of the Study1.3 Problem Statement

1.4 Objective of the Study1.5 Research Questions1.6 Hypotheses1.7 Research Model

1.8 Research Framework

01

02

06

08

08

09

11

12

CHAPTER TWO: LITERATURE REVIEW

2.1 Power Motivation 13

2.2 Empowerment 16

2.3 Perceived Inequality 20

2.4 lntemal Service Quality 24

2.5 Bumout 29

2.6 Student Satisfaction 33

2.7 Operational Definitions ofVariables 38

2.7.1 Power Motivation 38

2.7.2 Empowerment 38

2.7.3 Perceived Inequality 39

2.7.4 lntemal Service Quality 39

2.7.5 Bumout 39

2.7.6 Student Satisfaction 39

111

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Research Design 40

3.1.1 Data Collection 40

3.1.2 Instrumentation & its Operationalization 41

3.1.3 Outline of Instruments 43

3.1.4 Pilot Testing 43

3.1.5 Reliability & Validity Testing 44

3.1.6 Normal Distribution -Normality Test: 45

3.2 Data Analysis 45

3.2.1 Descriptive Analysis 45

3.2.2 Correlation Analysis 46

3.2.3 Multiple Regression Analysis 46

3.2.4 Baron and Kenny's (1986) Steps for Mediation 46

CHAPTER FOUR: RESULTS

4.1 Descriptive Statistics

4.1.1 Teachers

4.1.2 Student

Hypotheses Testing

48

48

50

514.2

CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATION

5.1 Interpretation 61

5.2 Conclusion 64

5.3 Recommendation 65

References 67

Appendix I 90

Appendix II 120

Appendix III 131

IV

Appendix I (List of Tables)

Table 1.1: Expenditures in Education in 2009 90

Table 1.2: Enrolment in different study sectors/ sections in 2007, 90-912008 and 2009

Table 3.1: Outline ofQuestionnaire for Teachers 91

Table 3.2: Outline ofQuestionnaire for Students 92

Table 3.3: The Alpha Score of Teacher Questionnaire Items 92

Table 3.4: Reliability Statistics of Power Motivation 92

Table 3.5: Item Statistics of Power Motivation 93-94

Table 3.6: Reliability Statistics ofEmpowerment 95

Table 3.7: Item Statistics of Empowerment 95-96

Table 3.8: Reliability Statistics of Internal Service Quality 96

Table 3.9: Item Statistics of Internal Service Quality 97-98

. Table 3.1 0: Reliability Statistics of Perceived Inequality 98

Table 3.11: Item Statistics ofPerceived Inequality 99

Table 3.12: Reliability Statistics ofBurnout 99

Table 3.13: Item Statistics ofBurnout 99-100

Table 3.14: Reliability Statistics of Student Satisfaction 100

Table 3.15: Items Statistics of Student Satisfaction 100-101

Table 3.16: Pearson's r Indices ofCorrelation 101

Table 4.1: My designation is 101

Table 4.2: Gender 102

Table 4.3: Ethnic group 102

Table 4.4: My education level 102-103

Table 4.5: My marital status 103

Table 4.6: My age is 103

Table 4.7: Im working in 103-104

Table 4.8: How long have you been with your current university 104

Table 4.9: How long have you been working at your current 105

Position

v

Table 4.10: How long have you been working (total working 105

experience)

Table 4.11: Gender 105-106

Table 4.12: Ethnic group 106

Table 4.13: My university is 106-107

Table 4.14: My age is 107

Table 4.15: My marital status 107

Table 4.16: I'm enrolled in 107-108

Table 4.17: Model summary of regression ofpower motivation, 108

empowerment, perceived inequality, internal servicequality to burnout

Table 4.21:

ANOVA results of power motivation, empowerment, 108

perceived inequality, internal service quality, to burnout

Coefficients results of power motivation, 109

empowerment, perceived inequality, internalservice quality to burnout

Con-elation between power motivation, burnout 109and students' satisfaction

Coefficients result ofpower motivation and students' 110satisfaction

Table 4.18:

Table 4.19:

Table 4.20:

Table 4.22:

Table 4.23:

Table 4.24:

Coefficients results ofpower motivation and burnout 110

Coefficients results of burnout and students' satisfaction 110

Model summary of regression ofpower motivation, 111burnout and students' satisfaction

Table 4.25: ANOVA results of power motivation, burnout and 111students' satisfaction

Table 4.26: Coefficients result ofpower motivation, burnout and 111students' satisfaction

Table 4.27:

Table 4.28:

Result ofmediation 112

Correlation between empowerment, burnout and students' 112satisfaction

Table 4.30:

Table 4.31:

Table 4.32:

Coefficients result of empowerment and students'satisfaction

Coefficients result of empowerment and burnout

Coefficients results of burnout and students' satisfaction

Con-elation between perceived inequality, burnout

113Table 4.29:

113

113

114

vi

and students' satisfaction

Table 4.33: Coefficients result ofperceived inequality and students' 114satisfaction

Table 4.34: Coefficients results of perceived inequity and burnout 115

Table 4.35: Coefficients results of burnout and students' satisfaction 115

Table 4.36: Model summary of regression ofperceived inequality, 115burnout and students' satisfaction

Table 4.37: ANOVA results of perceived inequality, burnout and 116students' sati sfaction

Table 4.38: Coefficients result of perceived inequality, burnout 116and students' satisfaction

Table 4.39: Result ofmediation 116

Table 4.40: Correlation between internal service quality, burnout 117and students' satisfaction

Table 4.41: Coefficients result of internal service quality and 117students' satisfaction

Table 4.42: Coefficients result of internal service quality and burnout 118

Table 4.43: Coefficients results of burnout and students' satisfaction 118

Table 4.44: Model summary of regression ofpower motivation, 118

empowerment, perceived inequality, internal servicequality, burnout to students' satisfaction

Table 4.45: ANOVA results ofpower motivation, empowerment, 119

perceived inequality, internal service quality, burnoutto students' satisfaction

Table 4.46: Coefficients results ofpower motivation, 119

empowerment, perceived inequality, internalservice quality, burnout to students' satisfaction

vii

List of Figures

Figure 2.1 Research Model 11

Figure 2.2 Research Framework 12

Figure 4.1: Mediating model of burnout on relationship ofpower motivation 52

and students' satisfaction

Figure 4.2: Mediating model ofburnout on relationship of empowerment 54

and students' satisfaction

Figure 4.3: Mediating model ofburnout on relationship ofperceived 56

inequality and students' satisfaction

Figure 4.4: Mediating model ofburnout on relationship of internal service 58

quality and students' satisfaction

Vlll

Chapter 1 Introduction

1.1 Introduction

In today's globalization era, knowledge is increasingly a commodity that moves between

countries (Arokiasamy, 2011). Education is most fundamental need for nations now,

today's developed and dominating nations in trade and commerce etc. were emphasize on

education in past and now they are enjoying the ultimate result. On the other hand, the

education remains imperative for individual success. Education would improve an

individual's physical, mental and social aspects which bring economic wealth, social

prosperity and political stability in individual and nation life.

The two famous quotes about the education which represents the philosophy of

education are:

1) "I freed thousands of slaves. I could have Feed thousands

more if they had known they were slaves."- Harriet Tubman

(Cooper et al. 2005)

2) "The great object of Education should be commensurate

with the object of life. It should be a moral one; to teach self­

trust; to inspire the youthful man with an interest in himself;

with a curiosity touching his own nature; to acquaint him with

the resources of his mind, and to teach him that there is all his

strength, and to inflame him with a piety towards the Grand

Mind in which he lives" (Emerson, 1884).

These quotes shows the significance of education on individual and nation's fate,

as these present the idea of mind opening, building confidence, decision making and

choosing the right or wrong future and understand themselves. Education is a major

aspect of development for modem society since scarcity of educated people stops or

diminishes the society progress or well being.

1.2 Background of the Study

Providing best education opportunities are investment by government which will produce

the finest, skillful and knowledgeable human resource for their nation! economy. As US

Senate, Committee on Health, (2011) illustrated the more emphasis on education because

we are seeing a growing impact of skills on the economic success of individuals and

nations and yardstick for educational success is no longer simply improvement by

national standards, but the best performing systems globally. If individuals see the good

education opportunities and chances then they are ready to invest their time and money to

secure their future. Education bound teachers and students to balanced and enhance the

social and economic perspective, which could be happen on international stage too.

Higher education in Malaysia began with the formation of University Malaya in

1959 (Arokiasamy, 2011). The presence of a large number of foreign programs in

Malaysia has brought the expected trade benefits and Malaysia is already making

progress in its quest to become a net expOlter of tertiary education by 2020 (Malaysia,

1991). Expenditure on education is one of the priorities of the Malaysian government.

The government of Malaysia comprehends the magnitude of education which remains

their integral part of their vision 2020. Malaysian Government initiatives appreciated in

2

the study of Morshidi (2006) as higher education of Malaysia took various policy

initiatives to increasing cost burden, and the global trends in restructuring higher

education. Educational development and reform in Malaysia have always been

characterized by the government's efforts to adapt education to national development

needs (Ahmad, 1998) to build K-economy. As The World Bank Group (2012a) database

ofworld development indicator & global development finance demonstrates that in 2009,

92.46% of adult 15+ age fell in literate category. Table 1 (see appendix 1) shows the

different perspectives govemment expenditures on education in 2009.

Table 1.1 (see appendix 1) illustrates the significant spending from the

Govemment of Malaysia on education sector as they spend the 4.15% and 5.79% ofGNI

and GDP respectively, and remain one of the highest investor of respective country's

GDP in the world. In public expenditure on education, they payout 18.93% of total

govemment expenditure which also remain significant in Asian territory. Higher

education in Malaysia which involves more than 900,000 students pursuing higher

education in 20 public universities, 33 private universities and university colleges, 4

foreign university branch campuses, 22 polytechnics, 37 community colleges and about

500 private colleges and govemment of Malaysia create a higher education environment

that foster the development of academic and institutional excellence to peruse the vision

of the "to make Malaysia a centre of educational excellence and to internationalise of

Malaysian education" (Ministry of Higher Education, 2012). As perspective of

intemationalise Arokiasamy (2011) quoted the President, Malaysian Association of

Private Colleges that Malaysia has become a "middle man" in the provision of higher

education.

3

According to the Ministry of Education (2001) the missions of tertiary education

ofMalaysia are:

• Community Colleges aim to provide training and retraining facilities in various

industrial skills

• Polytechnics aim to provide and upgrade further education and training facilities

at semi-professional level in technical, commerce, and service fields and provide an

alternative route for higher education for secondary schoolleavers.

• Produce sufficient quality human resources in science and technology, different

races. Emphasis will be made on science and technology, the use of lCT, and the

mastery of the Malay language and other international languages geared towards the

needs of the nation and the K-economy.

• Aims to improve post-graduate programmes, produce students of excellence and

quality, further develop students character, encourage research and development (R&D)

of international standards, inculcate a culture of quality in higher education, and promote

lifelong learning.

• Aim to provide more opportunities for tertiary education, reduce the number of

students studying abroad, help promote Malaysia as a center of academic excellence,

reduce government's funding costs for tertiary education, and encourage private higher

education institutions to undertake R&D activities.

Teaching is commonly viewed as a noble profession with special privileges and

responsibilities (Goodlad, 1990). Teacher role in education is centre pillar in education,

as teacher work as knowledge provider and guide under the periphery of proposed and set

standardize curriculum for particular level. Teaching can be carried out informally or

4

now extend beyond formal teaching as teacher can be part of public or private or

institutional functions, educational and enjoyment trips or supervise in extra curricular

activities, but in this study the formal teaching or education system are in discussion. The

best education systems draw their teachers from the most academically able, and select

them carefully to ensure that they are taking only those people who combine the right

personal and intellectual qualities (Auguste, et aI., 2010) which contribute to the society

and ultimately economy of particular country. Study by Winters (2011) suggested that, in

United States quality of teachers remain the single most imperative factor which

influence and effect on student performance, author further added that countries which

score highly on intemational tests have multiple policies in place to ensure that the

teachers they employ are as effective as possible. The results of best teachers employed

can improve communication and collaboration between the school and the home and

community in order to promote trust and understanding and build partnerships with all

segments of the school community (N0l1h Carolina Professional Teaching Standards,

n.a).

Lecturing is one of the professions that require high commitment; the workload is

heavy, the role is broad and the lecturers are directly responsible in educating and

shaping the students (Awang, et al., 2010). Research has also proved that lecturers or

academicians are one of the factors that influence the moral standard and ethical

behaviour of students (Saat, et al., 2004). University Lecturers not only have to give

lectures, they are also expected to provide professional consultations, to conduct

academic researches and to publish their findings so that the community would benefit

(Awang, et al., 2010). Lecturers produce the nation's future leaders; it shoulders the

5

responsibility to ensure quality and high ethical standards of graduates (Saat, et aI.,

2004).

Students in any nation treated as future servant and products of particular

university/ college/ school. They are those individuals on which the fate lies of any

nation. Chock (2010) cited the famous quote of 'Vince Lombardi', that leaders aren't

bom; they are made. And they are made just like anything else, through hard work. And

that's the price which a11 of us must pay to achieve any goal that is worthwhile. So

teachers' efforts and support/ facilities from school play important role which initiate

student to show interest to attainment the goal of education. As Ajzen (2001) posited that

student attitudes and beliefs exert very strong influences on attainment of their goals.

Table 1.2 (see appendix 1) indicating the enrolment figures in study sectors in

2007,2008 and 2009, which are in increasing trend and govemment must care about the

students' satisfaction and education.

1.3 Problem Statement

Power motivation, empowerment and intemal service quality are predictor of healthy and

competitive work environment. Many studies found these variables fruitful to make

individual more competitive and productive. As motivation and empowerment urge

individual or group to serve the organization on their own and intemal service quality

gives the view to individual or group attachment to the organization. This study will find

the level of impact of these variables and gauge their impact on the performance of

6

teachers of public sector universities, which is considerable important to build the solid

foundation of any country.

Many studies found perceived inequality and burnout as the negative motivational

aspects in work place which always affect the individual and organization performance,

Sometimes burnout took individual to stage where he/ she unable to work or sometimes it

affect their physical/mental condition. Teacher mental and physical conditions are vital

for universities to perform well, produce greater products in aspects of research and

students and remain competitive. Public sector universities' emphasis on research work

of faculty members and students, local and international conferences, internal programs

to reach or maintain particular level need more hard work from teachers and likeness

factor in promotions/ transfers and workload comparison kind of matters cause burnout

and inequality. This study will explore the level of the perceived inequality and burnout,

and address which aspects are need to address to minimize their impact in public sector

universities and their relationship with students' satisfaction.

Students consider the main stakeholder for universities and their satisfaction with

institute quite considerably into the hands of teachers. Students' satisfaction always

remains the question mark for universities or even for governments. This aspect need to

address so well to compete at international level for Malaysia. This study will uncover

relationship of proposed variable(s) and combination of variables with students

satisfaction.

The combination of power motivation, empowerment, internal service quality,

perceived inequality and burnout not apply combine on students' satisfaction. This study

will contribute in existing literature of burnout and students satisfaction, with the

7

relationship of power motivation, empowerment, internal service quality and perceived

inequality.

1.4 Objective of the Study

This study will explore the relationship of student satisfaction with power motivation,

empowerment, internal service quality, perceived inequality and burnout. This study will

find empirically how burnout link with student satisfaction when it effect combine with

other variables e.g. power motivation, empowerment, internal service quality and

perceived inequality. This study also describe the effect of power motivation,

empowerment, internal service quality and perceived inequality on burnout and effect of

power motivation, empowerment, internal service quality, perceived inequality and

burnout on students satisfaction.

This study will show what aspects of suggested variables effecting on burnout and

students satisfaction which will give clear picture to higher education of Malaysia about

teachers and students perception, expectations and what they actually receiving.

1.5 Research Questions

• Do power motivation, empowerment, perceived inequality and internal service

quality predict the variance over burnout?

• Do burnout mediates the association between power motivation and student

satisfaction?

• Do burnout mediates the association between empowerment and student

satisfaction?

8

• Do burnout mediates the association between perceived inequality and student

satisfaction?

• Do burnout mediates the association between internal service quality and student

satisfaction?

• Do power motivation, empowerment, perceived inequality, internal service

quality and burnout predict the variance students' satisfaction?

1.6 Hypotheses

HI: Power motivation, empowerment, perceived inequality and intemal service quality

are significant predictor of burnout.

H2: Burnout mediates the relationship between power motivation and student

satisfaction.

H2a: Power motivation is statistically significant predictor of students'

satisfaction.

H2b: Power motivation is statistically significant predictor ofbumout.

H2c: Burnout is statistically significant predictor of students' satisfaction.

H2d: When burnout controlled, the relationship between power motivation and

students' satisfaction become statistically insignificant.

H3: Burnout mediates the relationship between empowerment and student satisfaction.

H3a: Empowerment is statistically significant predictor of students' satisfaction.

H3b: Empowerment is negatively associated to burnout.

H3c: Burnout is statistically significant predictor of students' satisfaction.

9

H3d: When burnout controlled, the relationship between empowerment and

students' satisfaction become statistically insignificant.

H4: Burnout mediates the relationship between perceived inequality and student

satisfaction.

H4a: Perceived inequality is statistically significant predictor students'

satisfaction.

H4b: Perceived inequality is statistically significant predictor burnout.

H4c: Bumout is statistically significant predictor of student satisfaction.

H4d: When bumout controlled, the relationship between perceived inequality and

students' satisfaction become statistically insignificant.

H5: Bumout mediates the relationship between internal service quality and student

satisfaction.

H5a: Internal service quality IS statistically significant predictor of students'

satisfaction.

H5b: Intemal service quality is statistically significant predictor ofburnout.

H5c: Burnout is statistically significant predictor of students' satisfaction.

H5d: When bumout controlled, the relationship between intemal service quality

and students' satisfaction become statistically insignificant.

H6: Power motivation, empowerment, perceived inequality, intemal service quality and

burnout are significant predictor of students' satisfaction.

10

1.7 Research Model

Figure 2.1: Research Model

11

1.8 Research Framework

HI

,,,,,, : I

....'T I

....

Figure 2.2: Research Framework

12

Chapter 2 Literature Review

2.1 Power Motivation

Motivation is considered as one of the most influential factor of doing work. According

to (McClelland et al., 1989; Weinberger & McClelland, 1990), the power motivation is

based on a natural incentive whose attainment elicits pleasurable affect, thereby

reinforcing behavior that was instrumental in obtaining it. In the context of education

where teachers are the role models, inspirational motivation occurs. It is when leaders

motivate and inspire followers by providing power over particular aspects of works or

decision making. Davis & Wilson (2000) revealed that motivation and job satisfaction

were most optimal when teachers worked in a positive school climate. It can be argued

that whose TSEBs (Taught Student Education Board) are high are more capable of using

instructional strategies effectively, more capable of ensuring student participation and

more successful in classroom management skills (Caprara, et al., 2006). Teacher power

motivation, therefore, is anything done to make teachers happy, satisfied, dedicated and

committed in such a way that they use power in their places ofwork so that both students

and university. Educational leaders may increase the motivational level among teachers

by giving inspirational talks, communicating vision and acting in ways that encourage

enthusiasm (Awamleh & Gardiner, 1999).

Studies in other settings commonly argued that employees have both intrinsic and

extrinsic needs, so do the teachers. Hence a teacher who is intrinsically motivated may be

observed to undertake a task for its own sake as like power motivation, for the

13

satisfaction it provides or for the feeling of accomplishment and self-actualization. It was

presented in the study by Tschannen-Moran & Hoy (2007) that the satisfaction derived

from classroom performance is positively correlated with teaching intrinsic aspect.

Klassen et al., (2009) also found a high correlation, in the study they carried out in five

different countries, between teachers' job satisfaction levels and teaching intrinsic

reward. Ololube (2004, 2005) illustrated that teachers are expected to render a very high

job performance, the government adopted different roles and contexts of educations'

motivational methods and tools because high motivation enhances productivity which is

naturally in the interest of all educational systems. According to Dornyei (2001), intrinsic

rewards are the most prominent and satisfying aspects of teaching. Therefore, we may

conclude that motivated teachers are mostly intrinsically motivated. The absence of this

power motivation can lead to burnout as Sinclair, et al. (2006) suggested.

Educators are aware that reformers of education may establish new schools, effect

changes in structure and curriculum, recommend and prescribe teaching methods and

aids, in the end, the teacher will be solely responsible for applying them. Unfortunately,

despite the obvious leading role teachers' play in school towards attaining educational

objectives several authors as Ala-Adeyemi and Afolabi (1990). It has been revealed that

there exist differences between teachers with high and low self-efficacy beliefs in issues

such as using new techniques and giving feedback to students with learning disabilities

(Tschannen-Moran & Hoy, 2001; Ross, 1998).

Ducharne & Martin (2000) agreed and stated "workgroup interactions, especially

social support received from co-workers, may significantly contribute to motivation

among teachers". They further added that co-worker support and positive relationships at

14

an educational institution seem to have an immense effect on teacher motivation. It is

implied that promoting positive communicative ties among teachers may ultimately

improve job performance as well as enhance job satisfaction. In order for personal goals

to be meaningful and intrinsically motivating, if possible, the teacher rather than the

institution should set for them (Praver & Oga-Baldwin, 2008).

Schools can be thriving with adult relationships that are interactive and positive.

These relationships can be highly motivating and create a wonderful sense of job

satisfaction. Brunetti et al. (2005) found that according to be subjects in his study,

"positive relationships with colleagues were very important concerning job satisfaction

and helped them provide and receive both personal and professional support from their

peers, including goal setting, sharing of materials, and designing curriculum". The

teachers also reported that they shared a common concem for the well-being of the

students and school. Such traits as passion, interest, inspiration, drive, and dedication are

arguably necessary traits in most motivated people, however one must realize that "only

arousing interest is not enough to be motivated" (Wi lIiam & Burden, 1997). Teachers that

are motivated will work harder, put more effort in to trying new techniques and activities,

and in general do more for the sake of the students, all of which contribute to smoother

classes and more efficient leaming. Coutts (1997) explored school climate and teacher

motivation. His finding concluded teacher effectiveness is most closely related to the

climate of the school, and that leaders are relied on less for motivation and more to be

adequate managers. Teachers with high teacher self-efficacy make more efforts to

overcome the problems they face, and they can maintain these efforts longer (Bandura,

1977; 1986). The teacher's ostensible intrinsic motivation can also have a significant

15

effect on student perception and desire to learn. One study of student assessments of

teachers conducted by Wild et al. (1992) found that teachers who were perceived to be

more intrinsically motivated were more willing to experiment and explore their fields of

study which ultimately resulted in students' satisfaction.

Power motivation is one of the most important for many educators (Hall &

Bazerman, 1997). Being able to plan their own lessons, create their own syllabi, and pick

their own texts is all part of why many people choose to be teachers. In other words,

having academic freedom and the power to choose is deeply connected to many people's

decisions to become teachers.

Ushioda (2003) also suggested that motivation often comes down to a matter of

choices. The more choice and freedom a person is given, the more willing and ready he

or she will be to work. An individual who is able to decide what and how he or she wants

to study is more able to set his or her own goals, work cooperatively, and show more

internal motivation and self-actualization. An increased freedom to create goals will give

teachers greater motivation to do what they want and achieve these goals in the

classroom. So deficiency of power motivation may leads teachers to dissatisfaction which

can escort them to burnout and on other hand, with high power motivation students' feel

highly satisfied.

2.2 Empowerment

According to Rappaport (1984) empowerment is a construct that links individual

strengths and competencies, natural helping systems, and proactive behaviors to social

policy and social change. Research on teacher empowerment began to appear in the

16