Principal Leadership, Teachers Competency, Teachers Motivation and Job Satisfaction: Implication on Teacher Performance (A Study on Vocational High Schools in West Java)

3.3 Theoretical Frame: Job Motivation

Motivation can be described as a fundamental driving force or a stimulant that causes the person will do something. This motivation is the guiding force that drives men to behave in order to achieve certain goals.  Robbins and Judge (2007:166) define motivation as “the process that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal”.  In short, motivation is a force that drives a person to direct and perform one’s behavior to meet the needs of both material and non material in an effort to achieve a goal.  In many fields, including psychology and management, theories of motivation are used as references to explain various reasons people behave in achieving the goal. Among the various theories of motivation that used as reference are Maslow’s Hierarchy of Needs Theory, Alderfer’s ERG Theory, Herzberg’s Two Factor Theories, McClelland’s Theory of Needs, and Vroom’s Expectancy Theory (Robbins & Judge, 2007).

Furthermore, Vroom (Davis and Newstrom, 1997:93) explains that motivation is a product of the way a person wants something and the person’s assessment of the possibility that certain actions that would lead him. This statement is expressed by the formula:

 Power Motivation = f (Valence x Expectancy x Instrumentality)

 where:

• Power motivation is a drive to influence people and change situation
• Valence refers to the strength of a person’s preference for receiving a reward
• Expectancy is the strength of belief that work-related effort will result in completion of a task
• Instrumentality represents the employee’s belief that a reward will be received once the task is accomplished

Measurement of work motivation of teachers in this study is based on Vroom’s expectancy theory.  On the aspect of expectancy, teachers were asked to identify an opportunity that is expected to occur due to certain behaviors. On aspects of valence, teachers were asked to identify the consequence or result of particular behaviors that have value or dignity (the power or the motivation) for the teacher. Finally, on the aspect of instrumentality, teacher’ perceptions about the relationship between its valence and expectancy is measured, which raising the encouragement of the teacher in order to achieve satisfaction.

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