Disruption of Systematic Motivation of Jordanian Teacher's Performance
ABDELBASET Al-Azzam, Department of Sociology and Social Service, Yarmouk University, Irbid, Jordan.
Abstract
The study aims at knowing the effect of the disruption of systematic motivation on the performance of the Jordanian Teacher's, focusing on five aspects: loss of meaning, anomie, disruption of personality, sentimental tension & gratification. The study included specimen of (1551) teachers: 719 males & 832 females from the schools of Irbid education directorates. The results showed that the aspects of the disruption of systematic motivation of Jordanian teacher's performance have been represented in a medium degree respectively in: anomie, gratification, loss of meaning, disruption of personality & sentimental tension. The results also showed the existence of differences of statistic implications (α ≥ 0.05) of the effect of the variable social type in all aspects except anomie & gratification, the non-existence of differences of the effect of the variable specially variant in all aspects, the non-existence of differences of attributed to the effect the variable teaching stage in all aspects except sentiments tension & gratification, the non-existence of differences the effect of the variable practical experience in all aspects except loss of meaning, and disruption of personality, non-existence of differences of the effect of the number of a variable teaching periods & classes that the teacher teaches weekly in all aspects except loss of meaning, the existence of differences of the effect of the variable satisfaction of the career as a teacher in all aspects & the existence of differences of the effect of the variable monthly income of the family in all aspects except anomie.
Keywords: Disruption of Systematic Motivation, Teacher's Performance.