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How to Cite:
Omer, B. A., Ghafour, B. A., Ahmed, A. A., Abdullah, K. M., & Mahdi, S. M. (2022).
Investigating the role of motivation on performance in relation to teaching management
system. International Journal of Health Sciences, 6(S3), 325–342.
https://doi.org/10.53730/ijhs.v6nS3.5188
International Journal of Health Sciences ISSN 2550-6978 E-ISSN 2550-696X © 2022.
Corresponding author: Omer, B. A.
Manuscript submitted: 18 Nov 2021, Manuscript revised: 09 Feb 2022, Accepted for publication: 27 March 2022
325
Investigating the Role of Motivation on
Performance in Relation to Teaching
Management System
Baderkhan Abdulla Omer
Department of Business Management Techniques, Erbil Technical Management
College, Erbil Polytechnic University, Erbil, Iraq
Bnar Abdulmajeed Ghafour
Department of International Marketing and Language, Erbil Technical
Management College, Erbil Polytechnic University, Erbil, Iraq
Ali Abdullah Ahmed
Department of International Marketing and Language, Erbil Technical
Management College, Erbil Polytechnic University, Erbil, Iraq
Kamal Mohammed Abdullah
Department of Business Management Techniques, Erbil Technical Management
College, Erbil Polytechnic University, Erbil, Iraq
Shirzad Mohammed Mahdi
Department of International Marketing and Language, Erbil Technical
Management College, Erbil Polytechnic University, Erbil, Iraq
Abstract---Nowadays, the importance of motivation in encouraging
teaching system become an important factor to facilitate knowledge
and skills of academic to learners and increase the level of
performance of teaching providers. The present paper is a study
intended investigate the role of motivation in enhancing performance
of teaching management system in Kurdistan region. A descriptive
survey design was adapted to get information through structured
questionnaires were a total sample of (136) respondents including
Higher education and facilitators, teachers, and employees. The
statistical tools used in the analysis and processing of the data were
SPSS Statistics for Windows and Microsoft Office 2010. However, the
research findings revealed that the performance of teaching
management system at the (professional and service) level and
motivation are significantly correlated. In addition, it was also found
out that poor working condition and low salary level are the tow
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variables that mediates the relation between teaching management
system and the performance of the system.
Keywords---teaching management systems, motivation, low salary
levels, poor working conditions.
Introduction
A dynamic system that allows teachers to participate in the progress of every
student in informing and guiding teacher training. It would only be rational for all
interested parties to use and manage these resources in education through a
university in the developing world. The teaching management systems provides
user-friendly, automated monitoring and management tools for all your classroom
classes, needs a more focused management system (quality, performance,
capacity and value), as well as communication barriers for international business
and management professionals. In the Kurdistan Region, higher education one of
the reasons for poor professional performance, Poor service performance are used
to explain the distinction between employees who have the same talents, abilities,
quality, value, and opportunities to do their jobs in similar Universities and with
the same facilities, because of poor working conditions, low salary levels,
demonstrate different performances.
Teachers and employees of the university have taken a blended and complicated
approach in the course of classroom training, especially in low salary and poor
working conditions and the teaching management system in all universities.
These advanced instruments provide individual support for students as well as in
classes in which students have mixed learning skills. Teachers can cut down on
the time spent typically in managing the curriculum software using features such
as competitor licenses, an unlimited student database, automated writing
assessment, test results, grades calculation and report generation. Human
Resource Management is the way organizations use the workforce supervision
process, structure and strategy. Motivations are part of the HRM and the key
motivational roles are energetic and are the principal reason for the movement of
any living organism, including a human being. Because motivation keeps workers
seriously and cheerfully committed to their duties and their jobs. The facilitators,
teachers and staff of this university do their jobs to the extent that they have to
work relatively harder to fulfill the tasks that they are asked to play. Thus,
improved Teaching Management System is driven by positively motivated
employees by higher education.
The research purpose
The research purpose is to the presence of the model of teaching management
systems that were compared to decide structure is best for studying the theory.
The general objective of this research was to examine the effect of motivation
(intrinsic and extrinsic) factors on workers’ performance teaching management
systems and motivation, to establish the connection between teaching
327
management systems and Universities facilitators, teachers, employees, especially
low salary levels and poor working conditions.
The research problems
The Research Problems, present evidence in universities to analyze Moderator of
motivation, and deteriorating standards in independent teaching management
systems, and services especially in Kurdistan region Universities plus poor
professional performance. One of the cited reasons for this poor service
performance in Kurdistan region Universities is the absence of adequate
Moderator motivation of universities facilitators, teachers, employees, especially
low salary levels and poor working conditions. This conceptualization can equally
concur with researchers and practitioners to have a better understanding of the
concept. There is a call to examine the effect of teaching management systems
and moderator of motivation on the performance in Kurdistan region Universities
in the context of the current and dynamic environment, and its effect on results
are growing, numerous unreciprocated questions remain as a major HRM factor
in this area of management systems and moderator of motivation.
The research significant
The Important of the study lie in shedding light on some theoretical issues of
education-oriented organization and their teaching management systems. It has
revealed the misperception of this vital educational organizational concept. The
main issue with teaching management systems research is that the workforce is
taken as abstract objects as the researchers assess detailed replies to a given set
of assumptions.
The research questions
Does the relationship between the level of teaching management systems
and motivation merge to perform among university facilitators, teachers,
employees?
Does teaching management systems, motivational techniques and tools
used by the ministry of higher education and heads of universities to
motivate facilitators, teachers, and employees?
Does the teaching management systems, teachers, employees, intrinsic and
extrinsic motivation factors/ tools, low salary levels and poor working
conditions have been taken in to consideration by the ministry of higher
education and universities?
What is the impact of the teaching management systems on poor
professional performance and poor service performance?
Does low salary levels and poor working conditions’ affect the performance
of higher education and universities?
The research objectives
To assess the level of teaching management systems and motivation
relationship performance among university facilitators, teachers, employees.
328
To evaluate whether teaching management systems, motivational
techniques and tools used by the ministry of higher education and heads of
universities to motivate facilitators, teachers, employees.
To determine whether the teaching management systems, teachers,
employees, intrinsic and extrinsic motivation factors/ tools, low salary levels
and poor working conditions have been taken in to consideration by the
ministry of higher education and universities.
To determine the impact of teaching management systems on poor
professional performance and poor service performance.
To identify whether low salary levels and poor working conditions’ affect the
performance of higher education and universities
Research model
The Research Model contain motivation and work performance, and teaching
management systems perceived by services, facilitators, teachers, and employees.
It also contains low salary levels, and poor working conditions that onsequently
lead to more poor professional performance and poor service performance from
negatives members of perceived teaching management systems. also, The study
contains a negatives relationship between higher education and facilitators,
teachers, employees, mediators of low salary levels and poor working conditions,
and with moderator motivation in the corporation. Thus, it contributes to more
poor professional performance and poor service performance.
Figure 1. research model
From this perspective, the positive impact of higher education and teaching
management systems perceived by services, facilitators, teachers, employees can
play a significant role in improving regulatory focus moderator motivation and
work performance. Specifically, the study indicates that the research model
conceptualized teaching management systems, and the moderator motivation
affecting in a way to support the overall universities and colleges goals set by the
Ministry of Higher education.
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Hypotheses
Hypothesis 1
Teaching management systems has a positive relationship with poor professional
performance, (H1a), and poor service performance, (H1b).
Hypothesis 2
Teaching management systems has positive relationship with low salary levels,
(H2a), and poor working conditions, (H2b).
Hypothesis 3
Poor professional performance, poor service performance, and teaching
management systems are affirmatively related to low salary levels, (H3a), and poor
working conditions, (H3b).
Hypothesis 4
Low salary levels, and poor working conditions mediated the relationship between
teaching management systems, (H4a), poor professional performance, (H4b), and
poor service performance, (H4c).
Hypothesis 5
Moderator motivation is positively related to teaching management systems,
(H5a), poor professional performance, (H5b), and poor service performance, (H5c),
Literature Review
Educational management system
Education management system refers to managing the education system through
associating human and material resources to plan, strategies, then move to the
implementation and monitoring phase to consequence a well-organized education
system. measuring performance in accordance with clear goals is the trait of a
rationally managed organization (Bush, et al. 1999). An appropriate management-
oriented system is compulsory to paradigm a high-level university education and
teaching staff. because of the substantial percentage of practice in educational
administration involves rejecting some courses of action in favor of a supreme
one, values are generally approved to be the central to the field (Tomlinson, 2004).
It includes principals, teaching staff, non-teaching staff, administrative personnel
and other educational professionals working side by side in accordance with the
conventional goals to boost the system subsequently. At this level the
administration is compulsory to panel all the various section tasks and practice
in accordance with the planed roadmap successfully. Therefore, it’s a substantial
fragment of education system that involves planning, organizing, implementation,
review, evaluation, and combination of an institution.
Motivation
Motivation is one of the most essential factors which stimulate individuals to
desire to work towards their target, it involves the factors that direct and maintain
330
these goal-directed actions. Motivation is the inner drives which include interest,
curiosity and goals that impulse individuals towards an action, to attain a set of
goals. (Harmer 2007). Motivation categorizes to internal and external motivation,
both appear basing on the objectives, interest, and needs. Internal motivation
occurs when the purpose of performance appraisal/performance management is
to emphasis rather than only recognizing the necessary abilities an individual
requires to be able to perform efficiently, likewise to coach individuals so as to
train a desire for continuous improvement (Latham, 2012). On the other hand,
external motivation results in the working environment as financial rewards,
acknowledgments…etc., thus evoke employees to keep working creatively and
productively. Thus, both categories interrelate and work accordingly.
Working conditions
According to business dictionary “working conditions refers to working
environment and all existing circumstance affecting labor in the work place,
including: job hours, physical aspects, legal rights and responsibility
organizational culture work load and training”. Gerber et al (1998) defines
working condition as: “working conditions are created by the interaction of
employee with their organizational climate, and includes psychological as well as
physical working conditions’’ Therefore, we adopt the definition of working
conditions as follows: “working conditions refers to the working environment and
aspects of an employee’s terms and conditions of employment”. The work
environment comprises the physical, geographical location and the immediate
surroundings of a workplace (including factors like air quality, noise level, etc.),
as well as the perks and benefits associated with an employment. Working
conditions are defined as the circumstances such as working hours, stress,
degree of safety, or danger that affect the workplace (Business Dictionary,
EIONET, 2012) .
Improving the work environment and conditions contributes greatly to the staff’s
motivation, and subsequently to their performance. An improved work
environment and better work conditions can also reduce staff turnover and the
related costs (Leblebici, D., 2012). also, one of the nonfinancial factors affecting
morale and motivation. Staff members that are satisfied with their work
environment will more likely comply with the organization’s rules and interests.
As they strive to keep their position, they will prefer to put their personal interests
behind the organization’ and refrain from dishonest behavior such as fraud,
embezzlement, accepting bribes, engaging in corrupt activities, or theft. Working
conditions and work environments have a significant impact on employee
productivity and on the eventual success of a business. While conditions often
vary by industry, and the resources of the employer, successful business owners
pay attention to and understand the conditions under which they expect their
workers to perform.
Low salary level
People are often motivated by money. The salary which a worker is paid by can
have a great influence on his performance. A worker doesn’t simply view his
331
salary as dollar amount, he sees it as the value his employer consider him as a
worker (Armstrong 2003). The level of appreciation he feels can have a direct
impact on his overall performance. A worker is more probable to perform to his
potential if the salary is truly sufficient. A person earning a high salary is
potentially motivated to do a good job, as he intends to gratify his employer to
retain his position. according to Zeynep Ton, a professor at the MIT Sloan School
of Management, interviewed by the Atlantic, research has shown that an
employee satisfied with his pay is more productive and motivated, although pay is
not the only factor (Ehrlich, 2006).
A well-paid employee feels valued by his organization. He recognizes management
isn’t just pays him to get the job done, he’s also esteemed for his subject matter
expertise. This employee is more expected to be satisfied with his job, inspite of
looking for a better paid occupation. However, when an organization doesn’t value
the employees effort, they are expected to take a higher paying positions with
equivalent nature at other companies (Chen et al, 2003). The advantages of high
salary can often be eclipsed by performance-based pay. (Gardner et al. 2004)
stated that using a performance-based pay strategy can provide a worker with
extra motivation to do his job to the very best of his ability. This can be an
effective way to align a worker’s incentive for earning additional monetary
bonuses with the goals of the company.
Performance
Is the accomplishment of a given task measured against preset known standards
of accuracy, completeness, cost, and speed. According to Ingram (2000) teamwork
is a strategy that has a potential to improve the performance of individuals and
organizations, but it needs to be nurtured over time. Organizations need to look
at strategies for improving performance in the light of increasingly competitive
environments. The factors affecting the professional performance of teachers are
of two types, the external factors and the internal factors. There are many
external factors effecting how a teacher makes discussion in the classroom. While
it is difficult to attach any order of significance to these factors, since every
teacher is diverse, they will include to some degree the expectations of the
community, the particular school system in which the teacher is employed, the
grade policies of the school itself, the parents and the students (Hasan, 2004).
Performance means mode or quality of function. Therefore, organizational
performance is a general structure that refers to how organizational operations
are performed. The most famous definition of performance is provided by Neely et
al. (2008) “ The process of explaining the quality of effectiveness and efficiency of
past actions” according to this definition, performance is divided into two
components: 1) Performance that describes how the organization uses resources
to produce services or products; That is, the relationship between the actual and
desired composition of the inputs to produce certain outputs. 2) effectiveness that
describes the degree of achievement of organizational goals (Rahnavard, 2011). In
another definition, Boyatzis (1982) provided an interesting definition of effective
performance; thus, the effective performance of a job is to achieve specific results
or achieve specific results predetermined for the job by taking specific actions that
332
are in accordance with the policies, procedures and conditions of the
organizational environment.
Methodology
for the purpose of this study, a questionnaire is prepared, then it distributed in
Higher education universities and institution among facilitators, teachers, and
employees. Hence, it contributed to more poor professional performance and poor
service performance. The many methods and tools. The knowledge and
development of teaching management systems were researched using a
questionnaire to gather data on perceived services, facilitators, teachers,
employees, and low-income levels, as well as deprived working circumstances.
The online survey was administered using Freeonlinesurveys.com, which provides
computer application assistance for online surveys. We worked to reduce errors
that occurred because of non-response, insufficient samples, and respondents
who provided inaccurate responses.
the survey of the variables frequency shows that the age of the respondents were
from 18 to over 46 years. According to statistical analysis, among the 136
participants, there were 99 males and 37 females, accounting for 72. 8%, and
27.2% of the total number of participants respectively. In terms of education level,
the participants below undergraduate accounted for 2.2%, undergraduates and
Bachelor 15.4 %. And Master 57.4%. And also Ph.D. 25%. From 136 respondents
that high level is good for them. The factors that are listed above are included as
control variables in our research. Participating counties across the country. In
order to help in meeting the goals, open-ended questions were utilized as well as
those that were closed. The purpose of the survey is known to all who participated
from the beginning. After giving regard to the various comments and
recommendations, they were implemented. The SPSS Statistics for Windows and
Microsoft Office 2010 were used for data processing and analysis.
Data Analysis and Result
Table (1)
Demographics var.
Frequency
Percent
Gender
Male
99
72.8
Female
37
27.2
Total
136
100.0
Age
18-25
5
3.7
26-45
102
75.0
>46
29
21.3
Total
136
100.0
Certificate
Institute
3
2.2
Bachelor
21
15.4
Master
78
57.4
PhD
34
25.0
Total
136
100.0
333
From Table No. 1 it is clear that:
The percentage of males among the respondents is greater than that of
females, reaching (72.8%) and (27.2%), respectively. This indicates that the
majority of respondents were males.
While the age range of the respondents ranged greater for the category (26-
45) by (75%), which indicates that the majority of the respondents are
young people.
Finally, with regard to the educational level, the largest percentage of the
respondents belonged to the holders of higher degrees (Masters and Ph.D.),
whose percentages were (82.35%), and this is a good indication that the
majority of the sample members were holders of higher degrees and thus
indicates the accuracy of the answers and thus reflects on the accuracy of
the answers.
Table No. (3): frequencies and relative distribution of the answers for Education
management system
Description of the search dimensions
The frequency distributions and percentages of the research exclusion, and it was
shown the following:
The dimension (poor working conditions) indicates that (45.83%) of the
sample members agree with this dimension, while the rate of those who
334
disagree is (54.17%), which means that the sample members do not agree
with this dimension.
The dimension (Low salary levels) indicates that (56.99%) of the sample
members agree with this dimension, while the rate of those who disagree is
(43.02%), which means that the sample members agree with this
dimension.
The dimension (Performance) indicates that (66.67%) of the sample
members agree with this dimension, while the rate of those who disagree is
(33.33%), which means that the sample members agree with this
dimension.
The dimension (Motivation) indicates that (73.04%) of the sample members
agreed with this dimension, and the rate of neutrals was (14.46%), while the
rate of those who disagreed was (12.50%), with an arithmetic mean and
standard deviation of (3.87), (0.98) on the respectively, which means the
agreement of the sample members with this dimension, as the arithmetic
mean exceeded the hypothetical mean (3) on the five-point Likert scale
adopted for this dimension.
Refers to the (Education management system) dimension, which indicates
that (55.64%) of the sample members agreed with this dimension, and the
rate of neutrals was (15.69%), while the rate of those who disagreed was
(28.68%), with an arithmetic mean and standard deviation of (3.40), (0.98). )
respectively, which means that the sample members agreed with this
dimension, as the arithmetic mean exceeded the hypothetical mean (3) on
the five-point Likert scale adopted for this dimension, as shown in Table (2).
Table (4): Cronbach's Alpha for var.
Var.
Cronbach's Alpha
N of Items
Working condition
0.72
3
Low salary level
0.76
2
Motivation
0.82
3
Education management system
0.77
3
Performance
0.78
3
Total
0.72.
14
Through Table No. (7), which represents the estimation of the reliability
coefficient, where the scale reliability of the questionnaire questions was
calculated for the five variables with their paragraphs, as well as the reliability
coefficient of the questionnaire questions as a whole was calculated. (70%) and
this indicates the stability of the questionnaire questions
Table (5): Correlation Matrix of Model Constructs
Working
condition
Low
salary
level
Motivation
Education
management
system
Performance
Working
condition
Pearson
Correlation
1
Sig.
Low salary
Pearson
.064
1
335
level
Correlation
Sig.
.460
Motivation
Pearson
Correlation
-.008
-.085
1
Sig.
.930
.326
Education
management
system
Pearson
Correlation
-.223**
-.333**
.222**
1
Sig.
.009
.000
.010
Performance
Pearson
Correlation
.247**
.171*
-.118
-.532**
1
Sig.
.004
.046
.172
.000
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
Hypothesis 1
There is a positive, statistically significant relationship between the variable
(Teaching management systems) and the (performance) variable. To test the
hypothesis, we rely on the results shown in Table No. (5), where it was found that
there is a negative significant relationship between the variable (Teaching
management systems) and the variable (performance), because the value of the
level of statistical significance (SIG.) for the value of the correlation coefficient of
(0.000) was less than the level of significance (0.05) and its value (0.532), that is,
whenever the values of one of the two variables change, the other variable
changes in the opposite direction by (53%). We reject the hypothesis made by the
researcher.
Hypothesis 2
There is a positive, statistically significant relationship between the variable
(Teaching management systems) and the variable (low salary levels). Also, there is
a positive, statistically significant relationship between the independent variable
(Teaching management systems) and the mediator variable (poor working
conditions). To test the hypothesis, we rely on the results shown in Table (5),
which show the following:
The existence of a negative significant relationship between the variable
(Teaching management systems) and the variable (low salary levels) because
the value of the level of statistical significance (SIG.) for the value of the
correlation coefficient, which is (0.000) was less than the level of
significance (0.05) and its value (0.333), that is, whenever it changes the
values of one of the variables, the other variable changes in the opposite
direction by (33%). We reject the hypothesis that the researcher came up
with.
The existence of a negative significant relationship between the variable
(Teaching management systems) and the variable (poor working conditions)
because the value of the level of statistical significance (SIG.) for the value of
the correlation coefficient of (0.009) was less than the level of significance
(0.05) and its value (0.223), that is, whenever it changes the values of one of
336
the variables, the other variable changes in the opposite direction by (33%).
We reject the hypothesis that the researcher came up with.
Hypothesis 3
There is a positive, statistically significant relationship between the independent
variable (Teaching management systems) and the dependent (performance) and
the intermediate variable (low salary levels). Moreover, there is a positive,
statistically significant relationship between the independent variable (Teaching
management systems) and the approved (performance) and the intermediate
variable (poor working conditions). In other words, the researcher claims that
'Poor professional performance, poor service performance, and positive teaching
management systems are associated with low salary levels, (H3a), and poor
working conditions, (H3b).'
In order to test hypothesis No. (3), a multiple linear regression model was used,
and the results are summarized in Tables No. (6) And (7) and it turns out the
following:
There is a statistically significant effect of the interpreted variables
(Performance) and (Teaching management systems) on the dependent
variable (low salary levels) depending on the value of the statistical
significance level (Sig.) in terms of (0.000), where its value was less than the
level of significance (0.05 This indicates that the explanatory variables are
significant and explain (1%) of the changes occurring in the dependent
variable, meaning that the multiple regression equation was significant. The
explanatory variable (teaching management systems) was only significant,
and the other explanatory variable (Performance) did not have a significant
effect on the dependent variable (low salary levels) depending on the value of
(Sig.) associated with it. This means that whenever the value of the
significant explanatory variable increases by one unit, this leads to a
decrease of (0.338) units at the top of the dependent variable (low salary
levels). As shown in Table No. (6).
There is a statistically significant effect of the interpreted variables
(Performance) and (Teaching management systems) on the dependent
variable (poor working conditions) depending on the value of the level of
statistical significance (Sig.) in terms of (0.000), where its value was less
337
than the level of significance (0.05 This indicates that the explanatory
variables are significant and explain (1%) of the changes occurring in the
dependent variable, meaning that the multiple regression equation was
significant. The explanatory variable (Performance) was only significant and
the other explanatory variable (teaching management systems) did not have
a significant effect on the dependent variable (low salary levels) depending
on the value of (Sig.) associated with it. This means that whenever the value
of the significant explanatory variable increases by one unit, this leads to an
increase of (0.179) units at the top of the dependent variable (poor working
conditions). As shown in Table No. (7).
Hypothesis 4
Low salary levels and poor working conditions mediated the relationship between
teaching management systems, (H4a), poor professional performance, (H4b), and
poor service performance (H4c). There is a statistically significant relationship
between the independent variable (teaching management systems) and the
dependent variable (performance) with the presence of the intermediate variables
(Low salary levels) and (poor working conditions), respectively, that is, is there an
indirect relationship between the independent variable and the dependent
variable? Do the intermediate variables (low salary levels) and (poor working
conditions) have a role in transferring the influence from the independent variable
(teaching management systems) to the dependent variable (performance)? Is the
mediation type being total or partial?
Table (8): Mediation Path Coefficient
No.
Path
Estimate with Moderator
sig.
Decision
1
TM→PE
-0.1399
0.0004
Sig.
2
TM→PWC→PE
-0.0083
0.0436
Sig.
3
TM→LS→PE
0.0005
0.9417
Not Sig.
Where: TM: Teaching Management Systems, PE: performance, PWC: poor working conditions,
LS: Low salary levels
From Table No. (8) we note the following:
There is a direct effect of the independent variable (Teaching Management
Systems) on the dependent variable (Performance), meaning that the
relationship between them is statistically significant because the value of
the level of statistical significance (Sig.) for the regression weight (0.0004)
was smaller than the level of statistical significance (0.05)).
There is no indirect effect of the independent variable (Teaching
Management Systems) on the dependent variable (Performance) through the
intermediate variable (Low salary levels). We conclude this through the level
of statistical significance (Sig.) of the regression weight of the influence of
the independent variable on the dependent variable through the median of
(0.9417) where it was greater than the level of significance (0.05), and this
indicates that there is no indirect effect of the independent variable on the
dependent variable through the mediator variable, meaning that the
338
mediator variable has no importance for its presence in the model. As
shown in Figure (1).
There is an indirect effect of the independent variable (Teaching
Management Systems) on the dependent variable (Performance) through the
mediator variable (Poor Working Conditions), and we conclude this through
the level of statistical significance (Sig.) of the regression weight of the
influence of the independent variable on the dependent variable through the
mediator The amount (0.0436) was less than the level of significance (0.05),
and this indicates an indirect effect of the independent variable on the
dependent variable through the mediator variable. In other words, the
variable (Poor Working Conditions) has a role in transferring the
relationship that exists between the two independent and dependent
variables, that is, the type of mediation is partial mediation, as shown in
Figure (1).
Figure 1. Direct and Indirect path between (TM) and (PE) through the two
mediator variables
Hypothesis 5
There is a statistically significant relationship between the independent variable
(teaching management systems) and the dependent variable (performance) with
the presence of the two intermediate variables (Low salary levels) and (poor
working conditions), respectively, and with the different levels of the two modified
variables (motivation). In other words, the presence of the rate variable helps to
modify the relationship (either make the relationship strong or vice versa) and
with its different levels (high and low) between the independent and dependent
variable with the presence of the two intermediate variables. That is, does the
positive relationship between the independent variable (teaching management
systems) and the dependent variable (performance) differ in the presence of the
two intermediate variables (Low salary levels) and (poor working conditions),
respectively, and with the different levels of the two modified variables
(motivation)?
339
Table (9): Moderating Path Coefficient between TM and PE
Relationship
Moderator
Estimate
sig.
Decision
TM→PWC→PE
----------------------
-0.008
0.047
Sig.
TM→LS→PE
----------------------
0.001
0.918
Not Sig.
TM→PWC→PE
MO /Low
-0.013
0.043
Sig.
MO /High
-0.004
0.470
Not Sig.
TM→LS→PE
MO /Low
0.001
0.902
Not Sig.
MO /High
0.001
0.891
Not Sig.
From table (9) it is clear that:
The indirect relationship between the variable (Teaching Management
Systems) and the variable (performance) was statistically significant through
the intermediate variable (poor working conditions) based on the value of
the level of statistical significance (Sig.), which was less than the level of
significance (0.05). This indicates that the mediating variable has a role in
transferring the relationship between the independent and dependent
variables; we also note that with the presence of the modified variable (poor
working conditions) and at its lowest levels, it makes the indirect
relationship increase inversely. In other words, whenever the independent
variable increases by one unit, the dependent variable decreases by (-0.013)
units compared to the absence of the rate, so we can conclude that the
interaction Between the variable (Teaching Management Systems) and the
rate variable (motivation) makes the effect increase negative compared to
the absence of the rate, as for the rate-variable interaction at its higher
levels, it makes the indirect relationship between the independent and
dependent variables insignificant, as it was found that this relationship was
significant without the presence of The modifier (interaction), therefore, we
conclude that the modifier at the mentioned levels negatively affects the
indirect relationship and makes it insignificant, as shown in Figure (5).
As for the indirect relationship with the presence of the median variable
(Low salary levels) and with the different levels of the modified variable
(motivation), we find that it is not statistically significant (not significant)
depending on the values of the statistical significance level (Sig.)
corresponding to the values of the effects (0.918, 0.902, 0.891). And
respectively, where it was greater than the level of significance (0.05) and
this indicates that the modified variable (motivation) and its interaction with
the independent variable (Teaching Management Systems) do not have the
ability to modify the relationship and make it significant, as in Figure (6)
340
Limitations
The study examines the effect of motivation factors on staff performance
concerning teaching management system at public universities in Kurdistan
region. it also studies the link between teaching management systems, working
condition and low salary, but not concerned with other systematic efficient
teaching environment at other private and international universities in the region.
The generalizability of the findings is limited, as the sample of the survey contains
136 participants (males and females). Their education level the highest range of
57.4% for Master degree and 25% for Ph.D., consequently the result of the
research is prospectively applicable for teaching staff rather than other specialist
employees at universities. The data is collected via online questionnaire accessed
-0,08
-0,06
-0,04
-0,02
0
0,02
0,04
0,06
0,08
0,1
-10,00 -5,00 0,00 5,00 10,00
PE
TM
Moderator
TM→PE
TM→PE/Low
TM→PE/High
Figure 5: The Indirect effect of the (TM)
on the (PE)at different levels of the (MO)
-0,06
-0,04
-0,02
0
0,02
0,04
0,06
-10,00 -5,00 0,00 5,00 10,00
PE
TM
Moderator
TM→PE
TM→PE/Low
TM→PE/High
Figure 6: The Indirect effect of the (TM) on
the (PE)at different levels of the (MO)
341
by academics in different fields due to the pandemic COVID 19. The survey is
limited to public university academics in poor teaching conditions due to the
current political, economic and Pandemic health crise in Kurdistan region
universities, as the result of the study ultimately unfunctional to other high
quality teaching conditions at private or other international universities.
Conclusion
This study sought to assess the role of motivation on teaching management
system focusing on professional and service performance of the system. On the
bases of the findings of the study, teaching management system is stimulated by
income and working condition. The higher the level of income will produce higher
level of professional and service performance, and the lower level of income will
produce lower level of professional and service performance. Moreover, the better
working condition will produce higher level of professional and service
performance, and poor working condition will produce lower level of professional
and service performance. According to the findings, the teaching management
system are motivated by high level of income and good working condition; Hence,
higher performance has a monetary equivalent which also increases the
employees’ desire to perform better.
Recommendations
In light of the conclusion, its recommended that the remedy is in the domain of
the university management to ensure that compensatory measures are in place
and that prior consideration should be given to seeking ways to bolster teaching
environments specifically in the public universities via supplying proper salary,
resources and developed teaching equipment. Future studies should attempt to
take this analysis by examining what emerged from the staff comments in terms
of the environmental issues. As well as replicate the study conclusions in other
cities in the region and private and international universities.
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