Iranian Journal of Medical Education

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Introduction. Recognizing factors affecting job motivation can be very helpful in increasing efficiency and job satisfaction of university faculty members. In order to Identify the internal and external factors of job motivation, this study was conducted to determine the effective factors on job motivation of faculty members in Rafsanjan Medical University. Methods. In a descriptive study, all faculty members of Rafsanjan Medical University (n=82) completed a questionnaire developed by the investigator based on Herzberg’s theory and consisted of 40 questions. The validty and relability of the quessionnaire was confirmed by content validity and test re-test. The data was analyzed by SPSS software using frequency distribution and chi2. Results. Eighty one percent of faculty members considered external factors and 72% considered internal factors important in job motivation. Among the external factors, wage and sallary, job security, work environment, communication with others, supervision and the work policy had the most important role, respectively. The most important internal factors included nature of the job, appreciation of employees, professional development and job success, respectively. Conclusion. Based on the faculty members’ view points, the external factors (hygiene factors) compared with the internal factors (motivation factors) had a more important role in job motivation which does not conform with the Herzberg’s view. Sallary and job security were the most important motivation factors.

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Introduction: Motivation of faculties is a key factor for quality of research and education of every nation. Lack of motivation and job satisfaction as a result, may threat physical and mental health of faculties and their quality of life and consequently impede professional achievements. Herzberg's expression motivation model evaluates two domains motivation and mental hygiene. This study aimed to determine effective factors in job motivation of faculties in Shahid Sadoughi University of Medical Sciences based on Herzberg’s model. Methods: This cross-sectional study was performed on all faculties of Shahid Sadoughi University of Medical Sciences through census sampling. Data collection tool was a questionnaire of two different parts including 11 questions on background and demographic data in first part and 40 items based on Herzbergs' two-factor theory of job motivation in a frame of eleven factors (5 internal and 6 external domains) in the second part. After confirming validity and reliability, questionnaires were completed by 230 faculties through self report. Data was analyzed using descriptive statistics, independent t-test, and one-way ANOVA at 0.05 significance level, Results: 68.7 percent of faculties were male and 31.3 percent were female. The external domain was more important to the participants compared to internal domain. Job security, income, conditions of workplace, level and promotion, and job progress and development were the most important factors respectively. Independence and responsibility identified to be the least important factors. Conclusion: In order to improve faculties’ job motivation, we recommend pay further attention to external factors of Herzberg’s theory.

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Introduction: Identifying the effective factors in creating and increasing job motivation of faculty members to conduct educational and research activities is very useful. The purpose of this study was to assess the effect of Hackman & Oldham’s job characteristics model on creating and developing job motivation in faculty members.
Methods: The statistical population of this descriptive, correlational study consisted of faculty members of Shiraz University of Medical Sciences, of whom 140 were selected as the sample. Data collection tool was a compilation of two close-ended and standard questionnaires based on 5-point Likert scale. Data were analyzed using Lisrel 8.5.
Results:Results showed that task importance, task identity, task variety, job autonomy and job feedback had a direct significant effect on job motivation of the faculty members. Job autonomy (path coefficient=0.51) and task identity (path coefficient=0.19) had the most and the least effect on job motivation respectively.
Conclusion:Considering the confirmation of all the hypotheses in this study, the present conceptual model is appropriate for creating and developing job motivation among faculty members. Drawing on these findings, managers of universities of medical sciences can make appropriate decisions in order to increase faculty members’ job motivation.
 

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Introduction: The presence of motivated faculty members in universitiesof medical plays a vital role in education and community health education. So far, many studies have been done to identify the factors affecting employees' motivation in different ways, but considering the lack of reasonable basis for studying the motivational factors amongfaculty members, this study aimed to investigate the factors affecting the job motivation of faculty members of Ardabil University of Medical Sciences.
Methods: This qualitative study was conducted using semi-structured interviews with 21 qualified faculty members of Ardabil University of Medical Sciences who were selected through purposeful sampling. To analyze the collected data, the Content Analysis method was used through MAXQDA software version 10.
Results: After analyzing the data, 26 sub-themes were obtained and after categorizing, 8 main themeswere reached, that is, evaluation classes, development and success, encouragement and creativity, evaluation, justice, management, financial and welfare problems, and interactions.
Conclusion: This study showed that universities of Iran, especially the universities of medical sciences faced serious challenges in motivation of faculty members; thus, challenges need to be tackled in order to improve faculty members' motivation.