Analysis of Some Motivational Factors Related to The Professional Performance among Faculty Members at The Faculty of Education, Al-Azhar University | ||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||
| Volume 44, Issue 205, January 2025, Pages 571-592 PDF (353.37 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/jsrep.2025.423977 | ||
| Authors | ||
| Ahmed Mohamed Shabib Hassan; Ibrahim Sayed Ahmed Abdel Wahed | ||
| Professor of Educational psychology Faculty of Education – Al-Azhar University in Cairo | ||
| Abstract | ||
| Motivational factors related to the professional performance among faculty members play a critical role in the development of quality and have an impact on the high-quality educational experience for their students, and on the contribution these institutions can make to society. Hence, the current institutions of higher education need faculty members who are not only aware of their academic work, but who are highly motivated and committed to their profession and do their best to contribute to the development of education. Participants were (119) faculty members at the Faculty of Education - Al-Azhar University. The researchers administered the scale of professional performance among faculty members. Findings indicated that the participants’ responses to the items of the scale were high which indicates the importance of motivational factors for the professional performance of faculty members at the Faculty of Education - Al-Azhar University. Findings also showed that the enjoyment of university work is the most contributing factor to the professional performance among faculty members by a relative importance (93.28%), and in the second rank is the cognitive competence by a relative importance (91.48%), and in the third rank is the submitted effort by a relative importance (91.12%), then self-efficacy by a relative importance (90.30%), followed by personal motivation by a relative importance (87.55%), then the outcome efficiency by (86.97), then the social position by (86.97), then doing researches by (85.38), then developing knowledge and skills by (84.33). In the last rank came the factor of “characteristics of the teaching profession at the university” by a relative importance (78.22%). | ||
| Keywords | ||
| motivation; Motivational Factors; Faculty Members; Professional Performance | ||
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