Resursbegränsningar, en motivationsbegränsare? : En studie om belöningssystem och dess påverkan på motivation och arbetstillfredsställelse inom kommunal- och privat skolverksamhet

Detta är en Kandidat-uppsats från Karlstads universitet/Handelshögskolan (from 2013); Karlstads universitet/Handelshögskolan (from 2013)

Sammanfattning: Abstract Purpose: This study aims to compare the differences in the application of the reward system in public and private schools and to examine if differences exist in motivation and job satisfaction in the two different school organizations. With this, analyze if the two school organizations would benefit from adapting new and improved reward systems to better motivate the existing staff and to help recruit new staff.   Theory: A relevant theoretical framework is presented regarding needs and motivation theories as well as reward systems. Initially, Maslow's hierarchy of needs, Herzberg's two-factor theory, Vroom's expectancy theory and public service motivation theory are presented. Finally, the reward system is presented, which is explained by the sections monetary rewards and non-monetary rewards. A critical perspective is also presented to all theory’s featured in the chapter to help generate a deeper theoretical understanding.   Method: The study is based on a qualitative approach, where semi-structured interviews were applied to obtain empirical data. The sample was chosen by a selective selection with the requirement that the respondents were qualified teachers.   Result: The empirical data is structured by separating relevant data from public and private schools. Finally, the data from the two organizations are combined to explain the deficiencies and opportunities for improvement described by the respondents.   Analysis and discussion: It is argued that salary is not a motivating factor but instead a hygiene factor. It is also explained that resource allocation, colleagues and tasks are motivating factors for the respondents. Areas of improvement in the reward system regarding public and private school organizations are also described with support from the empirical data and the theoretical framework.   Conclusion: The conclusions are that the main motivating factors for teachers is: what tasks the teachers have, what the distribution of resources in the workplace looks like and that the teachers feel that they contribute to the benefit of society. The conclusion also presents why it is difficult for schools to apply effective reward systems. Finally, the results of the study is presented which show that there are no major differences in either reward system or motivation and job satisfaction in public and private school organizations.

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