Educational Research Journal

Abstract

This study aimed to investigate the job characteristics of Hong Kong secondary school teachers. Teachers' work was classified into six categories: teaching, extracurricular activity, guidance, discipline, administration and miscellaneous affairs. The diversity in teachers' time allocation and concern with these job categories was observed. In terms of task identity, task significance, skill variety, autonomy and feedback, the motivating potential of teachers; job categories was assessed. Among the six categories, teaching duty was found to have the greatest motivating potential. However, the existence of the other five categories in teachers' work seemed to have a reducing effect on the overall motivating potential. Furthermore, teachers' job characteristics were found strongly related to affective outcomes in teachers such as job satisfaction, internal motivation, intention to change schools, and intention to change jobs. Teachers' personal growth need and perceived school culture strength were strong moderators of the relationship between job characteristics and affective outcomes. The findings supported the validity of Hackman and Oldham's (1980) Job Characteristics Theory in the context of Hong Kong secondary schools. Implications for research and administration were also discussed.

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