Abstract:

In order to effectively manage the institution, one should create a model of motivation that would be adequate to the specifics and goals of this institution (Stevenson, 2002). At the school level as an organization, motivating takes place through a motivational system that encourages employees to get involved in their work and duties (Penc, 1996, 2000, Borkowska, 1985, 2004, Sekuła, 2008, Bartkowiak 2010).

The aim of the research was to get to know the most common motivational factors used in selected types of schools and to show motivating and demotivating factors for teachers to work. The study tried to identify which motivating factors result in a greater commitment of teachers to work and what are teachers' expectations about the motivational system adopted in their school. The survey method was applied using a self-constructed questionnaire containing 27 questions. The anonymous survey was completed by 126 teachers from 10 primary and secondary schools, public and non-public, working in a standard and alternative system. The analysis of motivational systems functioning in selected types of schools was additionally supplemented with school documents and an interviews with directors. Statistical calculations were carried out using the Statistica program.

Preliminary general research results showed that there is a relationship between the system of motivating teachers to work and their commitment to work. Teachers who evaluate the motivation system in their school higher are more involved in their work. There is a large discrepancy between the expectations of teachers and the practice of motivating at school. Demotivating factor is low earnings.
Research results indicate the need to improve motivational systems in schools and take into account some teachers' expectations.

Keywords:

Motivating, teachers, commitment.