Self-Evaluation Maintenance and Its Relationship to Achievement Motivation According to McClelland’s Theory among High School Teachers
DOI:
https://doi.org/10.33193/AJHASS.62Keywords:
Self-evaluation maintenance, Achievement motivation, Evaluation, Motivation, Teachers, High schoolAbstract
The current research aimed to measure self-evaluation maintenance and achievement motivation among high school teachers, as well as identify differences in self-evaluation maintenance and achievement motivation among high school teachers according to:
- Gender
- Academic qualification
- Age
In addition, the research sought to determine the correlation between self-evaluation maintenance and achievement motivation among high school teachers. The sample consisted of (210) randomly selected male and female high school teachers. The study reached several findings, including:
- The sample of high school teachers is characterized by a maintained level of self-evaluation.
- There are statistically significant differences in self-evaluation maintenance according to gender (males and females), in favor of male teachers.
- There are statistically significant differences in self-evaluation maintenance according to age, in favor of the age groups (23–33 years) and (34–43 years).
- There are statistically significant differences in self-evaluation maintenance according to academic qualification, in favor of those holding a bachelor’s degree.
- The sample of high school teachers is characterized by a high level of achievement motivation.
- There are statistically significant differences in achievement motivation according to gender (males and females), in favor of male teachers.
- There are statistically significant differences in achievement motivation according to age, in favor of the age group (23–33 years).
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