Impacts of Motivational Techniques

Impacts of motivational teaching techniques offered by faculty leadership style on students educational and professional career [Your Name] [Institutions Name]

Impacts of Motivational Techniques Declaration While conducting the proposed research work, I, being a hard-working, innovative and

conscientious researcher, come up with the factual severity of consequences allied with an act of plagiarising content from others work. Moreover, I do comprehend the rules and regulations my university encompasses against submitting a plagiarised document. Adhering to all these strict and restricted rules and regulations against plagiarism, I have made all possible endeavours to keep my research report under the level of allowed percentage of plagiarism. Before presenting my research report to my esteemed research guiders and professors, I, hereby declare the authenticity and uniqueness of the presented dissertation, which is, by all means, an innovative piece of writing and is an outcome of hypothetically and logically researched facts and figures allied with the project subject matter which I meticulously researched during my investigative course project. Although, this dissertation is an original piece of research but still, there are some ideas, concepts and theories that are being taken and inspired from previously presented works in this particular domain for endowing my researched topic with a literal and theoretical support as well as for influencing the analyzed outcomes of the proposed research-based exposition.

Signature: _____________

Date: _____________

Impacts of Motivational Techniques Acknowledgements The successful completion of this research work was a knowledgeable experience that comes up as an outcome of my continual endeavors for several months. The accomplishment of this research work is not due to a stand-alone performance; in fact it is the combine effort of some dedicated and inspirational individuals who work with me and guide me through and through with their all-inclusive knowledge an d expertise in the projected context. There are several influential personages who have impacted my research work in a very constructive way

but, there are some worth mentioning names, without whom, this dissertation would never reach to its end. These magnificently meritorious personalities are: [Person 1] [Person 2] [Person 3]

Sincere thanks and gratitude to all who lend their helpful hands for the completion of my research as you all really make it commendable by all means. In addition to that, I would also like to acknowledge those interviewees who cooperatively collaborated with me and assist me in drawing some valuable outcomes for my research. Finally, I would like to thank my family and close friends who supported me in my work and give me I can do attitude. Thank you all for being there with me and backing me for my research-based achievements.

Impacts of Motivational Techniques Table of Content

Declaration ...................................................................................................................................... 2 Acknowledgements ......................................................................................................................... 3 Chapter 1: Introduction ................................................................................................................... 7 Purpose of Study ......................................................................................................................... 8 Research Questions and Research Hypothesis ............................................................................ 8 Research Aims and Objectives .................................................................................................. 11 Research Methodology An overview ..................................................................................... 11 Research Methods.................................................................................................................. 11 Research Procedures .............................................................................................................. 12 Data collection ....................................................................................................................... 13 Research Approaches ............................................................................................................ 13 Research Strategies ................................................................................................................ 14 Research analysis ................................................................................................................... 14 Validity and Reliability of Results ........................................................................................ 14 Chapter Summary...................................................................................................................... 16 Chapter II: Literature Review ....................................................................................................... 17 Concept of Students Motivation .............................................................................................. 17 Concept of Teachers leadership behavior ................................................................................ 18 Relationship between Teaching Techniques and Leadership Styles to Motivate Students ...... 20

Impacts of Motivational Techniques

Chapter III: Research Methodology.............................................................................................. 20 3.0 Introduction ......................................................................................................................... 20 3.1 Research Methodology........................................................................................................ 21 3.2 3.3 3.4 Research Philosophy ...................................................................................................... 26 Research Approach ........................................................................................................ 26 Research Strategies ........................................................................................................ 27

3.4.1 Experiment: .................................................................................................................. 27 3.4.2 Survey: .......................................................................................................................... 27 3.4 Research Choices ........................................................................................................... 27

3.4.1 Mixed Method: .............................................................................................................. 27 3.4.2 Multi Methods ............................................................................................................... 28 3.5 Methodology and Measures: .......................................................................................... 28

3.7 Data Collection Procedures ................................................................................................. 28 3.7.1 3.7.2 Collecting Devices ...................................................................................................... 29 Questionnaires ............................................................................................................ 30

Research Design and Variables ................................................................................................. 30 Sampling Techniques ................................................................................................................ 31 Data Sample .............................................................................................................................. 32 3.9 Resources of Data Collection ......................................................................................... 33

3.10 Data Analysis Techniques ................................................................................................. 33

Impacts of Motivational Techniques

3.11 Reliability and Validity of the Research ........................................................................... 34 3.11 Research Ethics ................................................................................................................. 34 3.12 Treatment of Data.............................................................................................................. 35 3.14 Limitations of the Research............................................................................................... 35 3.15 Chapter Summary.............................................................................................................. 37 Chapter IV: Results ....................................................................................................................... 37 Chapter V: Discussions and Conclusions ..................................................................................... 47 . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Impacts of Motivational Techniques

Chapter 1: Introduction The potency of a learning organization has an influence principally upon the class of its educators It is an educator who helps to change a personality into an individual of thoughts, intelligence, humanity, admiration and explanation, and institutions into lampposts of posterity, and the country into a knowledgeable civilization. The National Policy on Education (1986) has accurately stated The class of the educator is a sign of the socio-cultural customs of a society; It is in this perspective that in the present day a teacher takes up a distinctive and noteworthy position in any social order (Taylor 1994). It is observed that, with the development of higher education over the years according to the number of universities and colleges and the strength and growth of the students, its class and standards have gone down drastically. This problem has engaged the notice of educationists for quite a few years now and different panels and variety of committees and commissions have recommended steps for the enhancement of the excellence of higher education. The Radhakrishnan Commission in 1948, the Kothari Commission in 1964-66, the National Commission on Teachers in higher education, the Government of India credentials like Confrontations of Education, Policy on Education (1986) and the Evaluation Committee of the NPE (1986), acknowledged as the Acharya Ramamurthy Committee, articulated their apprehensions over the weakening of the values of higher education and suggested a number of steps for bringing about progress in the class of education at this phase (Weick 2001). Along with all the features dependable, for the weakening values in higher education, the educator

Impacts of Motivational Techniques has been recognized as the most important aspect. His distinctiveness, experience, his approach towards the line of work, his proficiency, his qualified abilities, his capability for headship and inspiration to work have an effect on the eminence of education. The contemporary society very badly desires educators who are not only educated but also very much motivated and dedicated to their job and truthful in their hard work in doing fine for the general public. Purpose of Study Changes to the external environment are attributable to a growing demand for post-

secondary education. For academic institutions, growing enrollment, pressure to improve student success, and sharply declining government support necessitates a change in leadership practices in higher academic institutions (McIntyre 2003). Transactional teaching practices that center on testing for measuring student performance is no longer a justifiable option. Such changes are attributable to the current increasingly competitive business environment, which require students to develop skills that meet the needs of the dynamic workforce, including initiative, critical thinking skills, and problem solving abilities (Mayer 1993). Furthermore, as academic institutions struggle with balancing organizational priorities and economic challenges, the perception of quality is a major influence for student recruitment and organizational sustainability (Christie et al 2004). Thus, the purpose of this study is to examine the relationship of faculty leadership styles and gender to performance outcomes and academic performance in business college departments, specifically; the impact on individual motivation, initiative, critical thinking, and overall learning outcomes in preparing students for growing business demands. Research Questions and Research Hypothesis Leadership Style 1 L1: Transactional leadership style of faculty

Impacts of Motivational Techniques Leadership Style 2 L2: Transformational leadership style of faculty This research work would answer following research questions:

Research Question 1: What, if any, relationship exist between employer expectations and student learning outcomes attributed to the perceived influence of the L1 and L2? Null Hypothesis: H0: employer expectations and student learning outcomes are not impacted by L1 and L2. Research Hypothesis: H1: L2 influences the student learning outcomes to meet the employers expectations. Research Question 2: What, if any, is the relationship between the facultys L1 and L2 and the students performance as reflected by the AYP (Adequate Yearly Progress) report? Null Hypothesis: H0: L1 and L2 have same impacts on AYP report of students. Research Hypothesis: H2: L2 comes up with positive reflections on AYP report of students in business schools. Research Question 3: What, if any, is the relationship between the facultys leadership style L1 and L2 and the students post-school performance? Null Hypothesis: H0: Students post-school performance is independent of the facultys L1 and L2 leadership styles. Research Hypothesis: H3: Facultys L2 style has significant impacts on students postschool performance.

Impacts of Motivational Techniques

10

Research Question 4: Does the style of faculty leadership, L1 and L2, takes account for a noteworthy amount of difference in estimating the students performance at assigned designation by the employers? Null Hypothesis: H0: Faculty leadership styles are not allied with the students performance at assigned designation. Research Hypothesis: H4: L2 faculty style comes up with optimistic performance scores for students at particular designated position as compared to that of L1 faculty style. Research Question 5: Is there any relationship between the facultys leadership style, either L1 or L2, with the male and female students that takes account for the variance of considerable amount in foretelling the students performance on the AYP (Adequate yearly progress) report? Null Hypothesis: H0: L1 and L2 faculty styles are dependent of genders the students come up with. Research Hypothesis: H5: L1 and L2 are independent of students gender; however L2 has more significant impacts on AYP reports of both, male and female students. Research Question 6: Is there any relationship between the faculty leadership style L1 and L2 with the gender of students that takes account for a momentous amount of variance in calculating their post-school performance on the Designation and Performance score report as an employee?

Impacts of Motivational Techniques Null Hypothesis: H0: L1 and L2 do not impact gender-based post-school performance and income of male and female students. Research Hypothesis: H6: L2 comes up with an elevated post-school performance and income of students in their professional careers. Research Aims and Objectives

11

In this research work aim is to explore upon the impacts of various motivational teaching styles on the educational as well as professional careers of the students while highlighting the role of specifically two motivational techniques including transitional and transformational style of motivating students for their studies and learning as adopted by the school faculty members. To accomplish the predefined goal in this research work, some core objectives are listed below: Research Objective 1: To investigate the relationship between work motivation of degree college teachers and leadership behavior of college principals. Research Objective 2: To investigate whether differences in leadership behavior of college principals would account for significant differences in work motivation of degree college teachers. Research Objective 3: To study the main effect of leadership behavior of college principals on work motivation of degree college teachers. Research Methodology An overview Research Methods In this research work, the employed research methodology is based upon the two most commonly used research methods i.e. the qualitative and the quantitative research approach. This

Impacts of Motivational Techniques

12

amalgamation is owing to the prime research goal of getting the best possible outcomes from the projected research so that the most authentic facts could be congregated by all means. Research Procedures 1. Review available literature reflecting the theories and trends of teaching styles being opted by school faculty in Pakistan while analyzing the newly emerged trends of adopting transitional and transformational teaching techniques for motivating students towards achieving their educational as well as professional goals. 2. Evaluation and analysis of those conceptual theories that are allied with recently changing trend of teaching in educational institutes of Pakistan. To acquire exhaustively comprehensive research outcomes, all the conservative and contemporary contemplations presented by a number of education experts and analysts regarding the transformational and transitional teaching techniques for motivating students towards higher educational and career goals have been focused so that the apparent pull and push factors of students motivation could be evaluated. Apart from that, all those falsified apprehensions that stand against these two motivational strategies are also being highlighted. 3. Conduct interviews with the concerned educational concerns and take the account of some real life schools in Pakistan where there are apparent inclinations of individuals to elucidate and endow with the insights of their perceptions regarding various motivational techniques used by the faculty and that are being implemented to make students educationally and professionally strong and sound. 4. Conduct interviews with the employers in Pakistan and evaluate their perceptions regarding transactional and transformational ways of motivating students towards achieving their educational goals of in-depth learning and high professional

Impacts of Motivational Techniques acquaintances. These interviews are to evaluate which motivational technique is more beneficial for the students in their professional lives. Data collection As sustaining realism and positivity in the researched outcomes is the core agenda of the proposed research work, it has been planned that for successful completion of this dissertation, scholarly resources presented by various business experts would be used for enhancing the

13

accuracy of data collection procedures certainly. In addition, interviews conducted to congregate perceptions of various individuals have also been incorporated with the proposed research work which are then followed by critical discussions that have been presented after years of researches on the trends of using transactional and transformational leadership styles as the motivational techniques for the students in Pakistan Data Collection/Approach Qualitative .................. Quantitative Case Study .................. Questionnaire ----Literature review Primary Secondary

Research Approaches Deductive and Inductive are the two most commonly used research approaches these days. For this research work, deductive research approach has been employed for getting a hold of meticulously drawn research conclusions.

Impacts of Motivational Techniques Research Strategies Research strategies are the key driving player in successful completion of the entire

14

research work if implemented adequately. The proposed research domain is extensively vast, and thus, requires rationally devised research strategies to be adopted so that a creditable research work could be conducted. There are several research strategies that vary from researcher to researcher. As far as this research work is concerned, following strategies were being applied to it for exclusive outcomes: pragmatic Experiments, high-ranking surveys and structured or semistructured interviews. Research analysis Both, Descriptive and Inferential modes of research analysis has been employed in this research work so as to analyze the data extracted out from qualitative and quantitative data with most comprehensive research analysis approach for concluding facts and information in a profoundly expounding way. Validity and Reliability of Results Researchers consider the attributes of validity and reliability as the most important aspects of any research work as it measures the extent of research application in real-life scenarios. For that reason, researcher has turned each single stone of the research field for ensuring that the accuracy of extracted information has been preserved throughout the process from collection of data to its analytical revelations to the final phases of presentation to sustain research consistency by all means. Outline of Research Work

Impacts of Motivational Techniques

15

This research work is streamline into five main chapters. First chapter is the introductory chapter which gave the basis of the entire research work in a glance. In second chapter, an exhaustive review of available literature on the proposed theme i.e. impacts of Information Technology on customer relationship management in direct selling industry of Taiwan, have been carried out to give literal support to the entire research work so that purposeful conclusions can be drawn on the whole. Chapter 3 is devoted to explain in detail what methods, approaches, strategies and philosophies have been integrated with this research work to conduct an allinclusive, meaningful research. In chapter 4, empirical findings from surveys and interviews on the subject matter have been reflected with the fullness of core analytical contemplations to affirm the research hypotheses and achieve the predefined research objectives in their entirety. Lastly, Chapter 5 is the essence of entire research work as it is demonstrating the core factual information investigated in the proposed research work and affirming the fulfillment of research aims and objectives by all means. In a nut shell, this research work is structured in a flow illustrated below: . . . . . . . . . . . . . . . . . . . ..............................................................................

Impacts of Motivational Techniques

16

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Findings and Analysis Chapter 5: Conclusions and Recomendations

Chapter Summary In the first chapter of the proposed research work, introduction to the projected research theme has been given that serves as a basis of the rest of the chapters in this dissertation. On the whole, this chapter has come up with all the relevant information required to set rational grounds for the topic under keen observation. Throughout this chapter, contextual study of the proposed research theme has been carried out with adequate revelations about some distinctive research aims and objectives which are associated with the particular research industry. This chapter affirms that the research work is justified enough on logical grounds to be carried forward. Overview of adopted research methodology is being given in this chapter along with some important definitions allied with the theme of proposed research topic. Lastly, the flow of research is highlighted in this chapter to direct the readers accordingly.

Impacts of Motivational Techniques Chapter II: Literature Review Concept of Students Motivation Teachers are the role models for their students and thus, teachers are considered to be the key

17

player in motivating students towards the achievement of their learning goals. Teachers motivate their students by employing effective teaching techniques or leadership styles to make them inclined towards their studies and to give them enough confidence to command over their educational as well as professional career (Moskowitz 1999). Most of the teachers motivate students by seeking, finding and carrying out strategies that can satisfy their students needs and also can lead them to the point from where they can experience enough confidence that their goals are achievable. In literature, experts reveal that motivation can of two types, intrinsic motivation and extrinsic motivation. Intrinsic motivation: A student can be intrinsically motivated if the teachers allow him to have direct relationship with the task they have been assigned. This type of motivation is selfgenerated; however, there are some influential factors which can make students feel motivated towards a particular goal in one way or other. These influential factors are responsibility being given to the students; allow students freedom to act; endow students with a vast scope to make the most of and also to build up outstanding skills and abilities to deal with certain interesting and challenging tasks they have been assigned and opportunities for advancement (Nakatani 2010). If an individual let others experience achievement, accomplishment and competence after performing an assigned task, then he is said to be an intrinsic motivator. Intrinsic motivation is allied with the psychological rewards that are reflected by the actions and behaviors of individual managers or in our case, teachers.

Impacts of Motivational Techniques Extrinsic Motivation: Another way of motivating students used by most of teachers is based upon methods which may include tangible praise and appreciations. This mode of students

18

motivation by teachers is termed as Extrinsic motivation. This motivational technique takes in environment that is external to the conventional educational practices. Extrinsic motivation is the one which is applied by an external entity or teachers (Morehouse 2007). This includes practices which are primarily meant to motivate students. Extrinsic motivators are the ones who possess an effectual and powerful impact on its followers (here it should be noted that this impacts is not necessarily long lasting). Tangible rewards are the key influential factors in extrinsic motivation of students. Concept of Teachers leadership behavior Transformational and transactional are the two leadership behaviors being largely employed by the teachers within educational premises to motivate students by incorporating several teaching techniques with it. Since past few decades, researchers are inquiring these two modes of leadership styles while aligning them with several teaching techniques to evaluate the impacts on students educational performance and profession. In 1993, McLaughlin came up with comprehensive elucidation of these two leadership styles for the very time in education institutes. According to Burns, the difference between transformational and transactional leadership is the nature of interaction leaders and followers have. In transformational leadership, followers are being offered a target which is based on short term achievements while focusing their intrinsic needs. on the other hand, there is proper exchange of resources in transactional leadership style. All in all, transactional leadership is authoritative leadership focuses on goals and expectation of leaders; however, transformational leadership put emphasis upon the needs and wants of the followers by all means.

Impacts of Motivational Techniques

Transformational Leadership for Motivating Students

19

Transformational leadership is the phenomenon of changing and transforming individuals by motivating them in their assigned tasks and goals. Teachers, following transformational leadership style, are much inclined towards promoting a sense of pride, faith and respect among the students they teach (Mills 2009). These teachers have a distinctive mission of enhancing their students skills. These teachers usually employ practical or experimental way of teaching to give specific attention to all of their students and make them feel appreciated for the achievements they made during their assigned practical works (OMalley 1990). They compel students to rethink and elaborate on previously available factual information by endowing them with unique ideas frequently. Hence, it would not be erroneous to comment that these teachers think out of the box and make their students think in an innovative way that leads them to higher levels of educational and professional performance (Tarter 2004). Leaders following transformational leadership style are inspiring and motivating entities for the ones who are following them. They inspire their students to carry out tasks that are beyond their self interest so that they can explore on new things every day. They strengthened the will powers of their students by let them face and respond to challenging situations effectively (Fullan 2003; Hoy and Miskel 2005; Barnett 2003; Coutts 2007; and Lester and Bishop 2000). Transformational teachers make certain attempts for engaging the concentration of students towards achieving high goals and attainments. As a matter of fact, within educational institutions, the impacts of Transformational leadership are quite positive on levels of trust, commitment, citizenship behavior, besides augmenting the transactional leadership in predicting levels of commitment, trust and satisfaction, which in turn predicted hard measures of institutions performance (Mayer 1993).

Impacts of Motivational Techniques Relationship between Teaching Techniques and Leadership Styles to Motivate Students A number of researches have been carried out so far to elaborate the constructive interactions

20

between leaders (teachers) and followers (students) and a majority of researchers evidently prove that those students who according to their guiding teachers are more likely to achieve desired goals and performance levels as compared to those who do not stick to the commands being given to them by their teachers (McNulty 2007). Most of researchers found that appropriate leadership style is required to motivate students as it can make students satisfied and increase their level of performance by all means (McLaughlin 1990; Northouse 2010). Effective teaching techniques with appropriate leadership styles can formulate certain conditions which allow students to feel highly motivated and thus, increase the levels of their performance on the whole (Ortega 2007; Oxford 1990; Pattal et al 2008).

Chapter III: Research Methodology 3.0 Introduction In order to answer the question of the proposed research appropriately, the following thematic analysis is custom-made comprehensively. This section is meant to highlight the employed steps for conducting this research that were essential in order to proceed with the research study work. As a matter of fact, there are different research techniques and methods that were undertaken to come up with all-inclusive results for the projected research work. These techniques and methods are being explored in this section and will be rationally implemented in detail in next chapters to draw some comprehensive research outcomes. Adhering to the research aims and objectives, the outcomes of this research work will be examined and analyzed the

Impacts of Motivational Techniques

21

changing trends of faculty leadership styles for motivating students to achieve their educational and professional goals. 3.1 Research Methodology In this research work, the employed research methodology is comprised of various meticulously designed research approaches, strategies, philosophies and methods that fit best for the projected research domain. However, in a broader spectrum, this research is categorized into two types of research i.e. primary research and secondary research, which will be discussed later in the same chapter. To carry out primary research, the most appropriate approach of data collection is the qualitative one; whereas, to exhaustively conduct secondary research on the proposed research topic, qualitative approach of data collection is considered to be appropriate; thus, to give an all-inclusive touch to this research work, a well-designed amalgamation of both qualitative as well as quantitative data collection approaches have been employed by the researcher. On a long term basis, the explanation of qualitative and quantitative research models will be used in the research methodology in which many aspects of optimism qualitative approach will be incorporated for productive results. All in all, the employed research methodology integrates qualitative and quantitative methods of research work which are further explored in the tables below to come up with essential knowledge about the two methods. Table 3.1: Assumptions on the Basis of Quantitative and Qualitative Approaches (Research Models and Methodologies, 2005)

Assumption

Question

Quantitative

Qualitative Approach

Impacts of Motivational Techniques

22

Approach The characteristics of What are the Ontological characteristics of reality? The characteristics of reality in this approach reality are singular is multiple and and objective subjective What is the relationship Epistemological between research and the researcher? What is the role of values in the Axiological overall research? unbiased and valuefree biased and value-laden in this approach. The research is in informal language, with developing personal opinions, decisions and accepted qualitative words usage. The role of values in the overall research is The role of values in the overall research is Researcher is autonomous of the conducted research Researcher is associated with the researched subject

The research is in the What language Metaphorical is the research in? formal language with the usage of assorted set of impersonal voice, definition and accepted quantitative

Impacts of Motivational Techniques words usage.

23

The method of research in this approach is:

The method of research in this approach is: Inductive processing;

Independent; Dependent; Deductive process; Use of theories and Generalizations that Describe the Procedural method of research? leads to explanations, understandings and predictions; Reliable and accurate by implementing appropriate testing for reliability and accuracy; Factors of effects and causes are being Emerging design of emerged categories research. patterns for predictions and conclusions; verified through reliability and accuracy; Factors shaping up simultaneously;

Impacts of Motivational Techniques emphasized; and Stagnant design of isolated categories research.

24

. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 3.2: Criteria Set on the Basis of Quantitative and Qualitative Approaches (Research Models and Methodologies, 2005)

Criteria

Quantitative Model The researchers is inclined towards the, Epistemological,

Qualitative Model

The researchers is inclined towards the, Epistemological, Ontological, Metaphorical, Axiological, and procedural qualitative models aspects

The researchers Ontological, Metaphorical, perception Axiological and procedural quantitative models aspects

Impacts of Motivational Techniques Experience and training Experience and training include: Experience and Training of the researcher include: Computer, literary writing skills, Technical computer skills, library skills and text-based analysis writing and library skills skills. and statistical literacy. The psychological traits of the researcher in this The psychological traits of the approach include: researcher in this approach include: The comfort of the Psychological traits of the researcher Researchers lack in comfort with researcher with guidelines the specifications of guidelines and and rules for conducting rules, are able to tolerate uncertainty research, with no or low and unable to work in short tolerance for uncertainty deadlines. and working in short deadlines. The basic research subject has already been studied by Nature of research topic researchers previously and therefore, the body of literature review is known with formerly existing Exploratory topic of research in the context is unidentified and lack of theory-based framework.

25

Impacts of Motivational Techniques theories.

26

Audiences being studied during the research

Individuals are habituated Individuals are habituated to support to support the approach of the approach of qualitative model. quantitative model

. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2 Research Philosophy Interpretivism, Realism and Positivism are 3 paradigms of the research philosophy. The impacts these three philosophies are different for different research themes. Adhering to the scope of projected research work, the philosophies applied here are Interpretivism and realism by all means. 3.3 Research Approach There are two main types of research approaches i.e. deductive approach and inductive approach. These two core approaches are considered as scrupulously analytical approaches and are commonly used for conducting the stimulation based on research (Saunders et al 2007). Among these two major approaches, the inductive approach, which is also referred as bottom-up approach (Kenneth 2000), is used for the successful conclusion of this study. High levels of ambiguity and delusions can be specifically dealt with this surveillance-based approach.

Impacts of Motivational Techniques 3.4 Research Strategies A pre-defined set of strategies for research is considered an important aspect since the research conducted with proper strategies help in better growth and development of the overall

27

research. In 2007 Saunders et al also introduced 2 major set of strategies for conducting research. The strategies are also incorporate in the undertake study: 3.4.1 Experiment: The empirical and personal clarifications of the researcher conclude the experimental strategy. 3.4.2 Survey: For the research work, surveys are the best data collection means for quantitative models. Therefore, this approach is implemented in this research study in order to analyze the different perceptions of population interviewed in the context of the research problem. 3.4 Research Choices Mono methods, mixed methods and multi methods are the three options for conducting this research. Out of these three methods, multi methods and mixed methods are incorporated for the undertaken study research so that all aspects of information is researched while researching for authentic and credible answers for the projected problems. 3.4.1 Mixed Method: This method is based on the amalgamation of quantitative and qualitative approach for the purpose of specific research work.

Impacts of Motivational Techniques 3.4.2 Multi Methods In multi method, the analysis methods used for the performance and comprehensive implementation of research methodology are more than one. 3.5 Methodology and Measures: In 1999, Seale has stated that it is necessary to use appropriate and suitable research techniques for comprehensive research study. Typically, these techniques include interviews, sampling, survey, analyzing questionnaire, and data collection of devices and procedures. Hence, strategies and approaches related to online shopping in UK are classified into primary and secondary data collection accordingly. This helps in relating the research work according to quantitative as well as qualitative research methods. The chart below elaborates how this strategy is utilized: Data Collection/Approach Qualitative Quantitative Interviews Questionnaire Literature review ----Primary Secondary

28

. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.7 Data Collection Procedures The procedures of data collection required for research study is based on a proper framework that consists of 4 measuring attributes that are implemented in order to improve the credibility of the data collection devices for collecting applicable facts and figures so as to deal with the researched problem. The frameworks measuring attributes are completeness,

Impacts of Motivational Techniques suitability, acceptability and feasibility. These measuring attributes are recommended and required before conducting any web-based or physical survey. These suggested measuring attributed are described in detail below:

29

Completeness refers to the critical aspects related the undertaken procedures of the surveyed opinions from beginning till the end. Suitability refers to the fulfillment of adapted procedures with regards to the addressed situation in ethical and legal context. Acceptability refers to adopting procedures that are acceptable and appropriated within the environment of research. Feasibility refers to the suitability of data collecting procedures with resources that are available. 3.7.1 Collecting Devices Keeping this framework in mind, the suggesting data collection device procedure has become a genuine activity with regards to surveyed research. This is applicable on the basis of imperative aspects of the gallows. Furthermore, the data collection gadgets for conducting this survey are further categorized in manual and technological apparatuses, this includes: Manual Questioners for interactions with the personals manually

Technological Usage of iPods for visual presentations for conducting various opinions in meetings

Impacts of Motivational Techniques Distribution method The formula used for distributing the recognized devices for data collection among the impaired survey population is implements in the pattern given below:

30

IPods the device is specifically used during non-official and official meetings or interviews by the concerned people in order to maintain notes on the opinions revealed during the meetings without losing any bit of the data. 3.7.2 Questionnaires Questionnaires are considered to be the most dominant data collection device and therefore they are used frequently in almost all types of research works especially where it is intended to appear with various perspectives and notions of the interviewed populace before proceeding with the conclusion of the complete analytical research. Research Design and Variables The objective of pace this study using the Multifactor Leadership Questionnaire (MLQ5X) data set, and the Utrecht Work Engagement Scale Survey (UWES-17) data set, is to determine if college students majoring in business programs through transformational leadership styles of faculty are rated as better managers compared to those who graduate through the transactional faculty style. The current study also shows the level of income a person makes 10 years after college. The data set includes faculty leadership style, GPA, employer satisfactory rating, and the level of income a student makes 5 years after college. Correlation design further examined the relationship between variables, and quantified the strength between those relationships.

Impacts of Motivational Techniques Sampling Techniques Population The population sample or number of participants taken account for this research work

31

was comprised of N= 10 young adult male and female Pakistani students, who aged between 1830 years, who had studied in 10 different business schools when they were recruited for the undertaken survey and who were employed at 15 different firms operating within Pakistan. These students were further categorized into different levels, for example participants who have high and low GPAs, and those who have high and low annual incomes. Moreover, history and impacts of faculty leadership styles was also considered while sampling population for this survey. Here it should be noted that the young adults aged 18-30 emerged as an important source of data collection as at this age most adults are greatly influenced by the facultys motivational leadership styles in their professional life (Hammond 2005), and thus, targeted by industry marketing initiatives aggressively (Anon, n.d.; Katz & Lavaca, 2002; Ling & Glantz, 2002; Hammond, Costello & Fong, 2004; Teague, 1973). In addition, various other researches that have been conducted previously also found this group to be effectual enough to draw fruitful and realistic outcomes. Recruitment Population was recruited from different colleges, high schools and universities where participants were allowed to provide their general information while being restricted to the terms and policies of the intended educational premises.

Impacts of Motivational Techniques Data Sample Table 1: Demographics Participants Male Students Female Students School Faculties Employers Frequency 5 5 5 5

32

. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 2: Faculty Leadership Styles in Schools Faculties School 1 School 2 School 3 School 4 School 5 Leadership styles Transformational Transactional Transformational Transactional Transformational

. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Impacts of Motivational Techniques 3.9 Resources of Data Collection

33

The undertaken research work went through a number of open and close ended questions that were related to the Leadership Styles of School Faculty, the concept which is now being largely integrated with latest feds of employment and recruitment within American corporate world. As almost every comprehensive research work is primarily based on surveys, this research work also includes thoroughly conducted surveys in two categories; the 1st survey category is physical and the 2nd survey category is web-based. The Web-Based Survey has been conducted via e-mailing the questionnaires to the concern entities so as to get inside on various mixed perceptions. By using quantitative and qualitative research techniques the analysis of the resulted facts from both surveys is based on interviews and observational findings. Apart from that other rational resources for the collection of data comprises of credible and renowned books from university libraries, e-books researched from online libraries, personal and officials interviews, information from official websites, replied responses via e-mail, facts and figures revealed by provided questioners or even from widespread web of other internet or literature resources. 3.10 Data Analysis Techniques Mean and Standard Deviation Methods of Analysis are required in order to analyze the collected data for research so that the work is done in accordance with comparative analysis. Moreover, ANOVA analysis is also conducted to differentiate between resounding and incessant moderators, respectively.

Impacts of Motivational Techniques 3.11 Reliability and Validity of the Research Reliability and validity are generally interpreted in different ways by a number of scholars due to difference in the means and modes used for affirm the two attributes in any research study. This statement is grasped from the facts and figures that there are researchers

34

who ponder over these major attributes as the means of accurate and on the time findings (Cohen and Manion, 2007). On the contrary, there are researchers, (narrated by Joppee 2000), who reflects that certain research work is reliable and valid only when it incorporates elaborated measurements of generality concept, the solemnity and the mean of gauging sustainability. 3.11 Research Ethics In reality, researchers ethical considerations and research-based investigations work together side by side; without the research based investigations, the ethical considerations are incomplete. In a nutshell, the only concern of many researchers in this ethical domain is to figure out if there is any existence of realistic and full-grown research ethics, regardless of what these ethics are. This means, that it is only the compliance that matters with the overall process of research and there is no other matter of concern. Indeed, the frequency of ethical consideration is very fast in most of the fields of life that includes judiciary matters, managerial matters, commercial research, economics and politics. Researchers grasp ethics as the only way to balance and support many research scenarios. Keeping the facts mentioned before in mind, it could be comprehended that in order to get to the results that are all-inclusive of aptness and practicality, the ethics of research could be proved and assumed as the best approach that could enhance the credibility of the conducted research study by all means (McLaughlin 2009). This particular research is based on certain ethics as

Impacts of Motivational Techniques well. These ethics are essential for the purpose of attaining the outcome of the right research study work. These ethics that are implemented for this research are: Independence Uprightness Open mindedness for conclusions Right attitude towards intellectual and personal property Capability of comprehension The unbiased methodology of research outcome A study on the basis of adequate and sufficient facts and findings Keeping in mind the important legal issues An appropriate step in favor of social paradigm

35

3.12 Treatment of Data There is a very important step in research that needs to be taken in order to handle and collect the data in its best possible way. It is the treatment of data handling and collecting that can enhance and improvise the authenticity and reliability of the research study work. Therefore, this step is taken for this research work as well. Comprehensive treatment of collected information is scrutinized carefully, assembled, accumulated and the treatment has been carefully and specifically monitored so that not even a bit of negative or biased information is used. 3.14 Limitations of the Research There are quite a number of constraints of the contemporary research with respect to time, reserves and research methodology employed. There are different restrictions concerning

Impacts of Motivational Techniques the qualitative and quantitative research methodologies that will be utilized in the proposed research work. The intended research approaches will be put into practice with the help of the

36

primary research technique of survey questionnaires. The replies to these queries are expected to be exceedingly reliant on the trends and attitudes of the customers involve in online shopping of cloths in UK. The biasness of employees, organizations and the researcher in the whole area of research or any fraction of the research could have an effect on the conclusion of the proposed research. The chief restriction throughout the entire research process was the utter shortage of time and a more complete research could have been accomplished if additional time was on hand. The lack of time not simply influenced the examination of the researcher the visions and thoughts articulated by the employees and managements of different companies will be affected as well because of the shortage of time. The total time needed for carrying out an effectual research goes beyond the time that is spent on the latest research. The compilation of data through the aid of the survey questionnaires was fairly extensive and took a lot of time which caused a chief holdup for the research course. Another inadequacy to this research is the shortage of appropriate sources that are needed to carry out an apt research. The associate had to make the most of an assortment of techniques to have an effective impact of the available resources but the limited accessibility of the current resources impacts the authenticity of research work rigorously. A superior total of resources would have facilitated the research areas to be more efficiently and resourcefully. The extent of the intended population and the figure of companies and industry chosen for the current research is quite negligible and an efficient research could have been made possible by increasing the sample population volume. If the illustrated population is adequate enough and there are a lot of

Impacts of Motivational Techniques subdivisions of a variety of companies that are included in the case study subsequently the research can have an efficient and constructive conclusion. 3.15 Chapter Summary In this chapter, the research techniques and methods that are implemented and intended are discussed in detail with complete understanding, absolute comprehension and insightful knowledge of each and every bit of approaches that have been selected. All the aspects have been covered in detail in this chapter from ethics to techniques, from treatments to methods, from reliability to validation, none of the aspect have been ignored in this chapter. All these important aspects are fully elaborated and explained in detail for clear picture of the research work study. As mentioned earlier, these essential attributes of research were necessary to base the entire research upon.

37

Chapter IV: Results This chapter of the dissertation contains the analytical representation of the research applicants and contributors, along with the presentation and discussion of statistical findings of the research that are basing upon the relevance of the research methods that have indentified in the previous chapter. The field work is intended to authenticate the literature review by relating it with several apt research methods and procedures. Table 3: Role of Leadership in Motivating Students to Achieve High Educational Performance Students Data Faculties Leadership styles GPA

Impacts of Motivational Techniques Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 School 1 School 1 School 2 School 2 School 3 School 3 School 4 School 4 School 5 School 5 Transformational Transformational Transactional Transactional Transformational Transformational Transactional Transactional Transformational Transformational High High Low Low High High Low High Low High

38

Graph 1: Faculty Motivational Leadership Style vs. Students GPA

Impacts of Motivational Techniques

4 3 2 1 0 School 1 School 2 School 3 School 4 School 5 Transactional

39

Table 4: Role of Faculty Leadership in Motivating Students to Achieve High Professional Performance

Students Data Employee 1 Employee 2 Employee 3 Employee 4 Employee 5 Employee 6 Employee 7 Employee 8

Employers Employer 1 Employer 1 Employer 2 Employer 2 Employer 3 Employer 3 Employer 4 Employer 4

Faculties School 1 School 1 School 2 School 2 School 3 School 3 School 4 School 4

Leadership styles Transformational Transformational Transactional Transactional Transformational Transformational Transactional Transactional

Income High High Low Low High High Low High

Performance High Low High High High High Low Low

Impacts of Motivational Techniques Employee 9 Employee 10 Employer 5 Employer 5 School 5 School 5 Transformational Transformational Low High

40 High High

Graph 2: Faculty Motivational Leadership Style vs. Students Income

35000 30000 25000 20000 15000 10000 5000 0 Employer 1 Employer 2 Employer 3 Employer 4 Employer 5 Transactional

Data Statics Table 1: Responses for Transformational vs. Transactional Leadership Styles Transformational Leadership Style Transactional Leadership Style Difference in Perceptions

Facultys Responses There are Improvements in Students ability to Learn and Understand 67% 33% 35%

Impacts of Motivational Techniques There is Likelihood that Students will achieve high scores in their studies Students are expected 68.1% to earn more income Employers Responses There are Improvements in Ones Ability to perform well in his professional domain Impacts of leadership style on income of male and female employees Impacts of leadership style on performance of male and female employee 67% 33% 34% 58% 42% 16% 66.4% 33.6% 32.8% 32.9% 35.2% 71.7% 29.3% 42.4%

41

Impacts of Motivational Techniques Findings Research Parameters Attitudes of Participants toward the Outcomes An analysis of variance was conducted to

42

Transformational and Transactional Leadership choose whether participants attitudes toward Styles of faculty Transformational and Transactional leadership styles differed; as if, it was inclined towards L1 or L2. The ANOVA indicated a difference F1 (2, 207) = 3.393, p < .05. Follow-up analyses with pair wise comparisons showed that participants appreciated the Transformational Leadership Style more (M = 3.74) than the Transactional Leadership Style of business school faculty (M = 3.27, p < .05).

Attitudes of participants towards students learning outcomes on AYP report

Prediction is that the framing the transactional leadership style would not affect students learning outcomes. No significant outcomes in ANOVA. Possibility is the occurrence is because the entire subject held negatively toward L1.

Impacts of Motivational Techniques Perceptions of participants students postschool performance Prediction is that students post school performance varies on the basis of whether they were exposed to the transactional

43

leadership style or transformational leadership style of the governing faculty. The ANOVA specified a difference among the leadership styles F1 (2, 206) = 10.65, p< .001. Follow-up analyses using pair wise comparisons demonstrated that the belief with transformational leadership style was more precisely portrayed the post school performance of the students (M = 4.68) than the transactional leadership style of faculty (M = 3.84). Perceived benefits by the employers regarding the transformational leadership styles of faculty on students performance A perception about the students professional performance reveals that it is primarily based upon the style of leadership their governing faculty opted for educating them at business schools. The ANOVA indicated variance among the faculty leadership styles F1 (2, 207) = 3.50, p < .05. Follow-up analyses using pair wise comparisons said majority of employers believed that the transactional leadership style

Impacts of Motivational Techniques of faculty depicted the benefits of long-term

44

students performance at their workplace (M = 3.76) than did the transactional leadership style of faculty (M = 3.23, p < .05). Apparently Negative impressions of employers regarding leadership style of faculty in students performance domain Employers perceptions about the effectiveness of the faculty leadership styles in increasing an individual performance of the negative health outcome vary depending on the framing of the warning label. The ANOVA indicated a dissimilarity among the leadership styles of faculty F1 (2, 206) = 6.14, p < .01. Follow-up analyses using pair wise comparisons proves that most of the employers perceive transactional leadership style of faculty more pessimistic for the professional growth and expansion of students (M = 3.80) than the transformational one (M = 0.09).

Affects of faculty leadership style on students income after five years of graduation

Participants largely perceived that the impacts of leadership styles imposed by the faculty are very significant on post-school income of the students. In addition, it was also contemplated

Impacts of Motivational Techniques

45 that this impact varies with different leadership styles of faculty. The ANOVA indicated a dissimilarity among the leadership styles of faculty F1 (2, 205) = 6.32, p < .01. Follow-up analyses using pair wise comparisons proves that most of the employers perceive transformational leadership style of faculty more convenient for the professional growth and expansion of students and for that reason, students governed under this type faculty leadership comes up with higher income rates after five years of their graduation (M = 4.53) than those who are governed by transactional one (M = 1.09).

Affects on L1 and L2 on overall GPA of students.

Participants largely perceived that the impacts of leadership styles imposed by the faculty are very significant on overall GPAs of the students. In addition, it was also contemplated that this impact varies with different leadership styles of faculty. The ANOVA indicated variance among the faculty leadership styles F1 (2, 207) = 3.50, p <

Impacts of Motivational Techniques .05. Follow-up analyses using pair wise

46

comparisons reveals that the transformational leadership style of faculty comes up with elevated GPAs for students (M = 3.76) than did the transactional leadership style of faculty (M = 3.23, p < .05). Impacts of faculty leadership style on performance of male and female students. No obvious answers were found so as to define that there might be certain variances in the impacts of transformational leadership style on the job performance of male and females students. Impacts of faculty leadership style on income of male and female students. No obvious answers were found so as to define that there might be certain variances in the impacts of transformational leadership style on the incomes of male and females students. Likelihood of faculty to switch its leadership style for students who are being trained at their institutes No obvious answers were found as to define the facultys perceptions about switching their existing leadership style from transformational to transactional approach.

Impacts of Motivational Techniques Chapter V: Discussions and Conclusions

47

This research work has come up with some statistically proven facts which put emphasis upon students believes and contemplations that the leadership style of faculty, more specifically transformational one, had more impacts on their long-term professional growth and expansion in business world of America. These results are seemingly more relevant with the subject matter as on an average, the transformational leadership style covers and deals with the overall performance concerns of the participated students to a considerably high extent. Apart from that, it would not be erroneous to establish that the resulted factual revelations depicted the apparent significance of promoting and implementing realistically impactful leadership style that contains transformational approach, which is more beneficial for young and energetic student community. If truth to be revealed logically, the influences that the transactional leadership style of faculty have come up with were relatively limited; whereas, the transformational leadership style of the faculty has formulated some tremendously stronger results in this regard. In addition, the outcomes of this research work gave a clear picture of the post-school performance and incomes of business students has considerably positive outcomes of transformational leadership style of implemented by the faculty. Furthermore, the transformational leadership style of faculty has found to be more effectual in (1) Broadening the scope and visions of course studies for the students, (2) reducing the and quite boring trends of training and coaching in schools, (3) trimming down the overall levels of test-based, inadequate system of students evaluation, (4) the enhancement and development students personal and professional skills, (5) amplification of the likelihood that the students will get high salaries or annual income after graduating their business schools.

Impacts of Motivational Techniques

48

In a nut shell, those students who were greatly influenced by transformational leadership style of governing faculty were at significantly less risks of having unpromising professional career in future as, under this type leadership they get an opportunity to explore their interpersonal as well as professional skills and aptitudes. All in all, the results, which this research work come up with, signify that the transformational leadership style of faculty has appeared as an effective appeal for motivating business students to achieve their goals with tremendous capabilities and also encourage them to successfully strengthen their professional perceptions and behavioral inclinations towards their bright careers.

Bibliography 1. Barnett, K, & McCormick, J (2003), Vision, relationships, and teacher motivation: a case study, Journal of Educational Administration, 41(1), 55-73. 2. Christie, P, Mills, ME, & Lingard, B (2004), Productive leaders and productive leadership: Schools as learning organization, Journal of Educational Administration, 42(5). 3. Coutts, D (1997), Measuring the degree of success in improving school climate in schools with new principals, Educational Research Information Clearinghouse. 4. Davis, J, & Wilson, SM (2000), Principals efforts to empower teachers: Effects on teacher motivation and job satisfaction and stress, Educational Research Information Clearinghouse. 5. Fullan, M (2003), The moral imperative of school leadership, Corwin Press: Thousand Oaks, California. 6. Gallmeier, K (1992), The effectiveness of principal leadership style on teacher motivation, accessed 5 august 2012 <http://eric.ed.gov/ERIC WebPortal/Home.Portal?nfpd=true&_pagelabel=Record Detail&_urltype=actions&object ID+0900000b801380c9.> 7. Hoy, WK, & Miskel, C G (2005), Educational administration: Theory, research, and practice, McGraw-Hill: New York.

Impacts of Motivational Techniques

49

8. Lester, P, & Bishop, LK (2000), Handbook of Tests and Measurement in Education and The Social Sciences, The Scarecrow Press: Lanham, Maryland. 9. Mayer, J D, & Salovey, P (1993), The intelligence of emotional intelligence, Intelligence, 17, 433-442. 10. Mayer, J D, Salovey, P, & Caruso, D R (2008), Emotional intelligence: New abilitycor eclectic term? American Psychologist, 63, 503-517. 11. McIntyre, J J (2003), Participatory democracy: Drawinh on C. West Churchmans thinking when making public policy, Systems Research and Behavioral Science, 20, 489498. 12. McLaughlin, B (1990), The relationship between first and second languages: Language proficiency and aptitude, In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp. 158-174), Cambridge University Press: Cambridge, UK. 13. McNulty, A S (2007), A study of corrective feedback and uptake patterns as observed in four foreign language classrooms at selected mid-western public schools, Unpublished doctoral dissertation, University of Nebraska, Lincoln. 14. Meadows, D (2008), Thinking in systems: A primer (D. Wright, Ed.), White River Junction, VT: Chelsea Green. 15. Mills, N (2009), A Guide du Routard simulation: Increasing self-efficacy in the standards through project-based learning, Foreign Language Annals, 42, 607- 639. 16. Morehouse, M M (2007), An exploration of emotional intelligence across career arenas, Leadership & Organization Development, 28, 296-307. 17. Moskowitz, G (1999), Enhancing personal development: Humanistic activities at work, In J. Arnold (Ed.), Affect in language learning (pp. 177-193), Cambridge University Press: Cambridge, UK. 18. Nakatani, Y (2010), Identifying strategies that facilitate EFL learners oral communication: A classroom study using multiple data collection procedures, The Modern Language Journal, 94, 116-136. 19. Nation, I S P (2001), Learning vocabulary in another language (M.H. Long & J.C. Richards, Series Eds.), Cambridge University Press: Cambridge, UK. 20. Northouse, P G (2010), Leadership: Theory and practice (5th ed.), Sage: Los Angeles. 21. OMalley, J M, & Chamot, A U (1990), Learning strategies in second language acquisition (M.H. Long & J.C. Richards, Series Eds.), Cambridge University Press: Cambridge, UK. 22. Orstein, A C, & Hunkins, F P (2004), Curriculum: Foundations, principles, and issues (4th ed.), Pearson Education: Boston. 23. Ortega, L (2007), Second language learning explained? SLA across nine contemporary theories, In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 225-250), Mahwah, NJ: Lawrence Erlbaum Associates. 24. Oxford, R L (1990), Language learning strategies: What every teacher should know, Heinle & Heinle: Boston. 25. Patall, E, Cooper, H, & Robinson, J C (2008), The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings, Psychological Bulletin, 134(2), 270-300. 26. Tarter, CJ (2004), {Class lecture}. Lecture presented at St. Johns University, Oakdale, New York: September 10, 2004.

Impacts of Motivational Techniques 27. Taylor, D L, and Tashakkori, A (1994), Predicting teachers sense of efficacy and job satisfaction using school climate and participatory decision-making, Proceedings from the Southwest Educational Research Association, San Antonio, Texas. 28. Weick, KE, & Sutcliffe, KM (2001), Managing the unexpected, Jossey-Bass: San Francisco.

50

. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .