Teachers and Tech: The Relationship Between Motivation to Incorporate Educational Technology and Teacher Job Satisfaction

Morris, Peter E.
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In the current world of education, teacher job satisfaction is declining and teacher stress is increasing. Simultaneously, technology is making its way into the classroom at a rapid rate. This study examined whether there was a relationship between teacher motivation to incorporate educational technology and teacher job satisfaction. It also examined other factors possibly related to job satisfaction, specifically teacher comfort level with technology and teaching assignments. Two survey instruments were used in this study: TheSituational Motivation Scale (Guayet al., 2000)and the Generic Job Satisfaction Scale (Macdonald & MacIntyre, 1997). The Situational Motivation Scale was used to categorize participants’ motivation to incorporate Educational Technology into either intrinsic motivation, external regulation, identified regulation, or amotivation. The Generic Job Satisfaction Scale quantitatively determined respondents’ job satisfaction levels. The survey instrument was completed by 75 respondents, all of which were middle school teachers in Northern New Jersey. The studywas quantitative and employed a correlational research design. Data collected was analyzed using a Pearson Correlation test through SPSS 26.0 to determine potential relationships between sourcesof motivation to incorporate educational technology and teacher job satisfaction. Of the four sources of motivation, the only one to establish a statistically significant relationship with job satisfaction was identified regulation. These results indicate that teachers who see the benefit and value of educational technology demonstrated higher job satisfaction levels. This study addsto the body of knowledge by providing districts and schools with information as to why teachers incorporate educational technology, and may help to guide school leaders as to how to connect teachers with educational technology or possibly divert resources away from educational technology.
Peter E. Morris Dissertation