Motivational Factors Affecting Educational Performance from the Point of View of Faculty Members
Strides in Development of Medical Education: July 31, 2005, 2 (2); e57802
December 25, 2005
Article Type: Review Article
July 09, 2017
October 03, 2005
M, Mohammad alizadeh
S , Fasihi Harandy
T. Motivational Factors Affecting Educational Performance from the Point of View of Faculty Members,
Strides Dev Med Educ.
Background: Human beings behavior and activities are the result of their needs and motives. Managers by
recognizing and predicting these items and on time satisfaction of them can benefit from the work force in
achieving organizational goals more efficiently.
Objective: To determine motivational factors affecting educational performance from the point of view of
faculty members in Kerman University of Medical Sciences
Methods: All faculty members of Kerman University of Medical Sciences (308 ones) were participated in this
descriptive study. Data collection was done by a researcher-made questionnaire confirmed in regard to validity
Results: According to the obtained results, male faculty members (85.6%) and those over 40 years old
(54.5%) had the highest percents. In regard to the academic rank, the highest percent was related to instructors
(43.7%) and assistant professors (43.7%). Those with 11- 20 years job experience had the highest percent
(42.4%). In external motives, the highest mean scores were related to “availability of conditions for improving
the level of knowledge and information (X= 4.40, SD= 0.62)” and “job security (X=4.55, SD= 0.69)” and in
internal motives “inherent interest in teaching (X= 4.55, SD= 0.69)” and “being orderly (X= 4.40, SD= 0.79)”
had the highest percents.
Conclusion: External and internal motives both affect the performance of faculty members and consequently
the quality of academic activities in universities
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