AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN CORE JOB DIMENSIONS, PSYCHOLOGICAL STATES, AND PERSONAL AND WORK OUTCOMES AMONG PUBLIC SCHOOL TEACHERS

Abstract

The Job Characteristics Model of Work Motivation was developed on the bases of prior research and theory in the area of work redesign. The purpose of this study was to determine the applicability of this model for predicting worker-job interaction among one group of public sector employees-teachers. A sample of 90 full-time teachers was selected from one public school system in Maryland. The Job Diagnostic Survey was administered to all subjects as a measure of most of the variables presented in the job characteristics model. Personnel records were used to obtain absenteeism and performance data. These data were analyzed through zero-order and multiple regression analyses. Five primary research questions were posed regarding the validity of the job characteristics model. First, relationships between core job dimensions and model specified worker psychological states were investigated. Findings indicated a need to reexamine the core job dimensions in terms of how well they measured all aspects of the job of teaching. The psychological states were examined relevant to their dual role as mediating variables, and as predictors of personal and work outcomes. It was found that the psychological states appeared to measure similar constructs and did not account for the total psychological set of teachers in terms of personal and work outcomes. However, significant correlations were reported between the combined psychological states and these outcomes. Growth need strength as a moderator of relationships between core job dimensions and psychological states and personal and work outcomes was determined to be ineffective. Teachers generally scored high on this measure and little variance was reported. It was concluded that an alternative individual difference moderator variable be used in subsequent tests of the model. Four secondary research questions were addressed to determine teacher levels of personal and work outcomes and growth need strength. A motivating potential score for the job of teaching was also derived. Comparisons of these data with data reported for business work groups indicated that teachers were very similar, as a group, to business work groups. Mean scores for the core job dimensions, and consequently the motivating potential score for teaching, was found to be higher than those in the comparison groups. Recommendations were made to revise the job characteristics model in terms of teacher data. It was suggested that absenteeism data not be used with work groups where there was little incentive to avoid being absent from work. If individual differences among workers were to be measured in terms of a moderator variable, something other than individual growth need strength should be used. Finally, it was recommended that a valid measure of teacher performance be used for further tests of the job characteristics model.