https://www.nepjol.info/index.php/nprcjmr/article/view/69016
Social Support Networks and Faculty Motivation: Insights from Tribhuvan University
Raju Raut*
PhD Scholar, Tribhuvan University, Nepal
Orcid: 0009-0009-9187-171X
Anupama Karkee
PhD Scholar, Tribhuvan University, Nepal
Corresponding author*
Received: March 10, 2024; Revised & Accepted: June 23, 2024
Copyright: Raut and Karkee (2024)
This work is licensed under a Creative Commons Attribution-Non Commercial 4.0 International License.
Abstract
Study examines the topic of “Social
Support Networks and faculty Motivation." The research aims to shed light
on the significant factors influencing teachers' motivation within the context
of Tribhuvan University. The study employed a quantitative research design,
collecting data from a sample of teaching Faculty within the university. The
study utilizes regression analysis to show the impact of four variables on the
motivation levels of teaching faculty. SPSS 26 was used to analyze the data. The study revealed that family
support and faculty-parent collaboration have a strong positive impact on
faculty motivation. On the other hand, faculty -community relations and social recognition of faculty had less
significant effects. These findings emphasize the importance of family encouragement and partnerships between
faculty and parents in boosting faculty motivation. The study suggests that focusing on family support
networks and improving teacher- parent cooperation can be
effective ways to enhance faculty motivation
in Tribhuvan University. Novelty: This research provides a new perspective i.e.
Social Recognition, Faculty Community Relation, Faculty Parent Relation,
and Family Support
by studying the factors that influence
faculty motivation specifically at Tribhuvan University.
Keywords: Community, Faculty, Family, Parents,
Recognition, Relation, Social
कुञ्जीशब्दहरू: समुदाय, शिक्षक, परिवार, अभिभावक, मान्यता, सम्बन्ध, सामाजिक
Introduction
William James was an important contributor to early
research into motivation, and he is often referred to as the father of
psychology in the United States (Ferreri, 2006).
James theorized that behavior was driven
by a number of instincts (Barbalet, 2001). From
a biological perspective, an instinct is a
species-specific pattern of behavior that is not learned. There was, however,
considerable controversy among James and his contemporaries over the exact
definition of instinct. James proposed several dozen special human instincts,
but many of his contemporaries had their own lists that differed. A mother’s
protection of her baby, the urge to lick sugar, and hunting prey were among the
human behaviors proposed as true instincts during James’s era. This view that human behavior is driven by instincts received
a fair amount of criticism
because of the undeniable role
of learning in shaping all sorts of human behavior (Bandhu, Mohan,
Nittala, Jadhav, Bhadauria, &
Saxena, 2024). In
fact, as early as the 1900s, some instinctive behaviors were experimentally
demonstrated to result from associative learning (Press Books, 2024).
In this approach, understanding the
intricate nature of teacher motivation has become essential. Professors play an
important role in establishing the academic landscape, and their motivation has
a substantial impact on their success in the classroom (Liu, et al., 2023). While intrinsic variables such as personal satisfaction and professional fulfillment
assist teachers stay motivated, socio-cultural aspects,
particularly social support networks, must not be disregarded (kumari & Kumar, 2023).
Family support is essential for
developing faculty motivation. The family is a significant source of emotional
support and encouragement for teachers, boosting their confidence and resilience in the face of professional
problems (Roy & Giraldo-García,
2018). Furthermore,
family relationships have a substantial impact
on an individual's feeling of purpose and dedication to the
teaching profession. Understanding the relationship between family dynamics and
teacher motivation provides vital insights into the socio-cultural fabric that
influences educational practices (Cuervo, Murrieta, Amezaga, & Acuña, 2014).
Faculty-parent relations are another
important aspect of social support networks. Interaction between faculty and
parents promotes a symbiotic atmosphere conducive to student success.
Furthermore, favorable encounters
with parents not only validate
faculty efforts, but also create a sense of professional efficacy and
purpose. Exploring the intricate nature of faculty-parent relationships reveals
the profound interdependence of the home and school contexts, emphasizing their joint impact on faculty
motivation (Shoukat, Kiran, & Zia,
2023).
Faculty-community relationships play
an important role in shaping faculty motivation. Engaging with the larger
community develops a sense of belonging and interconnectedness, which increases
faculty intrinsic drive to make significant contributions to societal progress.
Community support not only confirms faculty positions as change agents, but
also strengthens their sense of professional identity and purpose.
Investigating the dynamics of faculty- community ties reveals the reciprocal
nature of social interactions and their impact on faculty motivation (O’Meara, 2008).
Social recognition of teaching quality
emerges as an influence for increased faculty motivation. Recognition and
gratitude for teachers' contributions to the social the world are powerful
motivators, validating their professional endeavors and creating a feeling of
pride in their job (Khanal &
Phyak, 2021).
Furthermore, social acknowledgment strengthens the intrinsic value of teaching
by creating a desire for constant development and excellence. Examining the
intricate details of social recognition reveals broader societal attitudes
toward the teaching profession and their consequences for faculty motivation.
Considering above background, this
research aims to explore how social support networks impact teacher motivation at Tribhuvan University. By examining factors such as family
support, teacher-parent relationships, community
interactions, and social
recognition, the study seeks to offer
insights for educational stakeholders. Understanding these dynamics can help
create a supportive environment that enables teachers to thrive in their
profession.
Problem Statement
Faculty motivation is a major
determinant of student's performance in national examinations. Gullatt and
Bennet (1995) argued that the need for motivated
faculty is reaching crisis proportions in today‘s technological society
undergoing fundamental changes. They add that a motivated and dedicated staff
is considered as a cornerstone for the effectiveness of a school in facing the various
challenges and problems posed to it. It is therefore important to investigate the
factors affecting teacher motivation in order to revert the situation. The lack
of motivation is perceived to be determined by different factors such as work
environment and the rewards for teachers. Lack of motivation among faculty is
believed to have affected the performance of students in secondary schools in
Kenya including those in Thika West District. lack of motivation among teachers has been manifested in teacher
unwillingness to participate in school activities, poor attendance, unexpected
absence, late coming, lack of additional training, uncreative and
non-stimulating teaching, lack of interest in meetings, unhelpful attitudes
when assistance is needed, occurrence of hold-ups because deadlines aren‘t
kept, resistance to contributing more than what is required of them and
development of arguments between colleagues. Performance of a given school
depends entirely on the teacher‘s effort and if that a given teacher is unhappy
with his/her job, he/she will not put emphasis into his/her teaching. Rodgers,
Jenkinson and Chapman (1990) found that over a sustained period of time, the loss of experienced
teachers hurts the quality of instruction and drives up the costs of recruiting
and training new faculty.
Research Question
What
is the impact of social
support networks, including family support, teacher-parent relations, teacher-community interactions, and social
recognition of teaching, on faculty motivation?
Objectives
To identify
the impact of Social Support
Networks on Faculty Motivation
Theoretical framework
Independent Variables
|
Social Recognition |
|
Faculty
Community Relation |
|
Faculty
Parent Relation |
|
Family Support |
Source: Belanger & Patrick
(2018)
Research Methods
In this study the researcher used descriptive research design, and survey
research design. Study is quantitative in nature with the Population of the
study is College affiliated by TU in Kathmandu district. Sample of the study is
Padmakanya Campus, Shankar Dev campus, NATHM College. Following formula for the
sample size,
n =
N*X / (X + N – 1),
where,
X = Zα/22 -*p*(1-p) / MOE2,
Zα/2 is the critical value of the
Normal distribution at α/2 (for a confidence level of 98%, α is 0.05 and the
critical value is 2.33), MOE is the margin of error: 4, p is the sample proportion: 50, and N is the
population size: 436 (Daniel, 1999). Result
is 288 and 12 was add to cover the non-
response error and the final sample was 300. Data are collected through the
distribution of structured questionnaire and the 300 questionnaire are
distributed to the respondents. Data
is analyzed with using SPSS software version 26 and individual and multiple
regression analysis is done. Data are
analyzed with using Descriptive and inferential statistics. Consent was taken
to maintain ethical consideration.
Findings
Descriptive Analysis
The Descriptive Statistics table
provides insights into four variables related to social networking: family
support, faculty-parent relation, faculty-community relation, and social
recognition of teaching.
Table 1 Descriptive Statistics
|
S.No. |
Statement |
Not motivating |
Motivating |
Highly
motivating |
|
1 |
Family support motivates in teaching |
80 |
95 |
125 |
|
2 |
Faculty
parent relation motivates in teaching |
95 |
105 |
100 |
|
3 |
Faculty
community relation
motivates me. |
115 |
120 |
65 |
|
4 |
Social recognition of teaching
motivates me |
180 |
80 |
40 |
Field
Survey
Most of the faculties are motivated
with family support because only 26.66% feels no difference from the family
support. Most of the faculties are motivated with faculty parent relation
because only 31.67% feels no difference. Most
of the faculties are motivated with faculty community relation because only
38.33% feels no difference. Most of the faculties are not motivated with social
cognition because only 60 % feels there is no social recognition in teaching.
Model
Summary
The model summary is a critical
starting point for understanding the relationship between the variables that
are being studied. It provides a clear summary of the regression model's
performance, showing how well the
predictor variables account for the variability in the
outcome variable.
Table2 Model Summary
|
Model Summary |
||||
|
Model |
R |
R Square |
Adjusted R Square |
Std. Error
of the Estimate |
|
1 |
.678a |
.457 |
.455 |
.47729 |
Field Survey
The model summary shows that the
regression model (R^2 = 0.457) explains a substantial proportion of the
variation in the result variable, meaning that the predictor variables in the model account for about 45.7% of the
variability in the outcome variable.
ANOVA
In regression analysis, ANOVA
(Analysis of Variance) is used to determine the regression model's overall
significance. It determines if the regression model as a whole explains a
statistically significant amount of variation in the dependent variable when
compared to a model without predictors.
Table 3 ANOVA
|
ANOVAa |
|
|
|
|
|
|
Model |
Sum
of Squares |
df |
Mean Square |
F |
Sig. |
|
Regression |
77.693 |
4 |
77.673 |
338.479 |
.000b |
|
Residual |
95.253 |
295 |
.223 |
|
|
Field
Survey
The results of the ANOVA show a
substantial significance relationship between the predictor and outcome
variables. A regression model explaining 77.693
units of variation produced an F- value (F = 338.479, p <.001) that is
statistically significant.
Regression
The regression coefficient table (B)
shows the coefficients, standard errors, and significance levels (p-values) for
each predictor variable in the regression model. It reveals the strength and
direction of the link between each predictor variable and the outcome variable
(faculty motivation).
Table 4 Regression
|
Model |
Unstandardized Coefficients |
Standardized Coefficients |
t |
Sig. |
|
|
|
B |
Std. Error |
Beta |
|
|
|
(Constant) |
.970 |
.097 |
|
10.026 |
.000 |
|
Family support
motivates to teach effectively. |
.215 |
.039 |
.246 |
2.983 |
.003 |
|
Faculty parent co-operation motivates me. |
.270 |
.046 |
.332 |
3.695 |
.000 |
|
Faculty community
relation motivates me. |
-.073 |
.057 |
-.121 |
-1.276 |
.203 |
|
Social cognition of teachers motivates me. |
-.111 |
.059 |
-.183 |
-1.885 |
.060 |
|
Dependent
Variable: Faculty Motivation |
|
|
|
|
|
Field Survey
Family support on faculty motivation:
The coefficient is 0.215, which suggests that for a one- unit increase in
family support, teacher motivation increases by 0.215 units, holding all other
variables constant. The p-value is 0.003, indicating that family support is statistically significant in predicting faculty
motivation at the 0.05 significance level.
Faculty parent co-operation on faculty
motivation: The coefficient is 0.270, indicating that faculty -parent
cooperation has a stronger positive effect on faculty motivation compared to
family support. The p-value is less than 0.001, suggesting statistical
significance.
Faculty community relation on faculty
motivation: The coefficient is -0.073, which suggests a negative relationship between faculty -community relation and faculty
motivation. However, thep-value
(0.203) is greater than 0.05, indicating that this variable is not
statistically significant in
predicting faculty motivation at the 0.05 significance level.
Social cognition of teachers: The
coefficient is -0.111, suggesting a negative relationship between social
cognition of teachers and faculty motivation. The p-value is 0.060, which is
marginally above the typical significance level of 0.05, indicating a borderline
significance.
Family support and faculty -parent
cooperation appear to have significant positive effects on faculty motivation,
while faculty -community relation and social cognition of faculty have weaker
or non-significant effects.
Discussion
Family support and faculty-parent
cooperation were found to be key factors positively influencing faculty
motivation. Family support, in particular, showed a strong positive
relationship with motivation levels, emphasizing the importance of familial
encouragement in enhancing faculty commitment. Similarly, faculty-parent
cooperation was identified as a significant determinant of faculty motivation,
emphasizing the value of collaborative partnerships
in creating a supportive educational environment. Effective communication and
collaboration between faculty and parents can enhance motivation and student
outcomes.
To motivate teachers, college
management can consider implementing the following recommendations:
Create a positive work environment:
The college management can foster a positive work environment that is
supportive and encourages open communication. This can be achieved through
regular meetings, providing opportunities for feedback, and recognizing and appreciating teachers' efforts.
Offer professional development
opportunities: Providing opportunities for professional development can help
teachers improve their skills, knowledge, and teaching methods. This can lead
to a greater sense of job satisfaction and motivation among teachers.
Provide fair and consistent
evaluation: Fair and consistent evaluation systems can motivate teachers to
work harder and strive for excellence. This includes regular feedback,
evaluations that are based on clear
criteria and evaluations that are conducted by qualified individuals.
Conclusion
The regression analysis conducted
aimed to explore the factors influencing teacher motivation based on four
independent variables: Family support, Faculty-Parent Cooperation, Faculty -
Community Relation, and Social Cognition of Faculty. The analysis yielded
insights into the significance and directionality of these factors in relation
to teacher motivation. Among the independent variables, Family Support and
Faculty -Parent Cooperation emerged as significant predictors of Faculty
motivation. The positive coefficients associated with these variables indicate
that an increase in family support and Faculty -parent cooperation is associated with higher
levels of teacher
motivation. These findings underscore the importance of a supportive family environment and
collaborative relationships between Faculty and parents in fostering Faculty
motivation. Conversely, the analysis revealed non-significant or marginal
effects for Faculty -Community Relation and Social Cognition of Faculty on
teacher motivation. While the coefficients for these variables suggested
potential negative associations with Faculty motivation, the p-values indicated
that these relationships were not
statistically significant. It is
essential to interpret these results cautiously, considering potential
contextual factors that may influence Faculty - community relations and
perceptions of social cognition among Faculty.
These findings have implications for
educational policymakers, administrators, and stakeholders invested in
enhancing Faculty motivation and, consequently, Faculty effectiveness and
student outcomes. Strategies aimed at promoting family involvement in education
and facilitating positive interactions between Faculty and parents may
contribute to fostering a motivating environment for educators. Additionally,
efforts to strengthen community support and promote positive perceptions of
Faculty professionalism could further support Faculty motivation and job satisfaction.
It is important to acknowledge the limitations of the study, including
the relatively small sample size and potential confounding variables not
accounted for in the analysis. Future research could benefit from a larger and
more diverse sample, as well as the inclusion of additional factors influencing
teacher motivation, such as school leadership, workload, and professional
development opportunities. The findings of this regression analysis underscore
the multifaceted nature of Faculty motivation
and highlight the significance of familial support and collaborative
relationships in promoting a motivating environment for educators. By
understanding and addressing the factors influencing Faculty motivation,
stakeholders can contribute to creating supportive and empowering learning
environments conducive to teacher well-being and student success.
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