Presentation on theme: "Men's motivation, well-being and perceived options in female dominated working environments Assistant Professor Rune Storli Queen Mauds College of Early."— Presentation transcript:
Men's motivation, well-being and perceived options in female dominated working environments Assistant Professor Rune Storli Queen Mauds College of Early Childhood Education Norway
Background and relevant research 5% of skilled pre-school teachers (Tønder, 2003) and 9% of primary school teachers at 1. – 4. grade are men in Norway (SSB, 2005). Men have encountered a substantial pressure to occupy stereotypic roles in pre-school. Gender differences in motivation, sense of well-being and achivement/ effort among 1.year pre-school and teacher students in Norway.(Bratterud et.al, 2003)
Theory Motivation theory (Deci & Ryan, 1991; Maehr & Braskamp, 1986) Organisation- sociological theory (Theory of relative numbers; Kanter 1993)
Performance Situation Personal Goals/Goal-orientation (need of competence) Sense of Self (need of self-determination) Perceived Options/Choices (need of autonomi ) Sense of Relatedness (need of belonging) Personal experiences Sosio-cultural context PERSONAL INVESTMENT/INTRINSIC MOTIVATION EFFORT SENSE OF WELL - BEING WORK PERFORMANCE ACHIEVEMENTS Information Figure 1 Antecedents of Perceived Meaning and Intrinsic Motivation, as a Foundation for Sense of Well-Being, Work Effort, Work Performance and Achievements in a Work Setting (From Bratterud, Børresen, Holthe, Lillemyr and Tangen, 2003; based on Maehr & Braskamp 1986 og Deci & Ryan 1991) Age/ stage
Approach In what degree is being in minority (male in female dominated working environment) decisive for motivation, sense of well-being and perceived options at work?
Sample: All men employed in pre-schools in the county of Sør-Trøndelag (ST). All male teachers in primary schools in the city of Trondheim + 4 selected municipalities in the county of ST. Respons: All over 47% »77% pre-school teachers (n = 48) »40% teachers (n = 109)
Model of analysis/ Design Background variables age seniority education/ profession gender distribution at place of work leisure-time interests Experience of meaning expressed as Perceived options Personal goal: mastery/ sense of competence Belonging Personal investment (involvement) expressed as Intrinsic motivation Well-being Effort
Analysis SPSS (Statistical Package for the Social Sciences) Frequences Correlations Mean differences (t-tests)
Results: Our findings confirm the theory, indicating strong relations between experience of meaning and personal investment. According to our findings, to be in a minority position is not decisive for the experience of motivation, sense of well-being and perceived options for male pre-school teachers or male teachers in primary school.
Male pre-school teachers experience significantly stronger perceived options and more sense of well- being at work than male teachers in primary school. Male pre-school teachers does not report any significant changes in sense of well-being, effort or motivation in regard of seniority/ length of service. Male teachers in primary school with seniority less than 7 years report a significant drop in motivation from their first year till today.
Conclusions: Our investigation confirms the theory model of a combination of Deci & Ryan (1985; 1991) and Maehr & Braskamp (1986) that there is a relationship between strong experience of meaning and personal investment.
However, we did not find that being in a minority position (as a male) had a negative effect on motivation at work, on sense of well-being or on perceived options at work. Nevertheless, our study can be seen as a contribution to a more differentiated view of the theory of relative numbers (Kanter, 1993). For a more thorough examination of these reseach problems, qualitative post-studies would be recommended.