International Journal of Trend in Scientific

Research and Development (IJTSRD)

International Open Access Journal
ISSN No: 2456 - 6470 | www.ijtsrd.com | Volume - 2 | Issue – 2

The Effect of Biographical Characteristics on

Employee
mployee Motivational Force and ttheir
heir Tenure in Job:
A study in Indian Academic Sector

Dr. Aditi Banerjee

Assistant Professor, T K R College of Engineering and Technology
(Osmania University), Yusufgud
Yusufguda, Hyderabad, Telangana,, India

ABSTRACT
In today’s environment, organizations thrive and motivate employees in work settings, and retaining
survive on human resources. Values, attitude, the employees in the organizations.
perception and behaviour of employees, which form
this resource, influence their performance. Therefore, Keywords: Motivational Force, Biographical
it has become important to realize organizational and Characteristics, Employee Job Tenure, Employee
individual goals, which in turn depend on self self- Retention
motivation as well as self-satisfaction.
satisfaction. The study aims
to measure the effect of the biographical Introduction
characteristics (age, gender, educational qualifications
and work experience) on employee motivational force Organizational effectiveness depends on its ability to
and the tenure of the employees in Academic achieve its stated objectives. According to Barnard
(Technical Education) Sectors in India. A quantitative (1938), organizational effectiveness refers to the
methodology was used for the study and questionnaire degree
ee to which operative and operational goals of the
method was used as the measuring instrument. organization have been achieved. But, as has already
Participants were 1577 employees (randomly selected) been mentioned, achieving organizational objectives
from different Technical Academic Institutes in India. depends, to a large extent, on whether the
The four independent variables of our study were age, organization possesses a motivated workforce or not.
gender, educational qualification and work experience Acquiring
iring and retaining talent have posed a major
of employees and the dependent variables were challenge in recent time, as professional employees
employee motivational
tional force and the tenure in job of are found to be always on the move today and loyalty
the employees. The data was subjected to a number of and commitment seem to have taken a backseat, not
statistical analyses such as T-test,
test, Correlation, One appreciated much either at the individual or at the
way ANOVA and Regression Analysis. Results organizational level. Available research studies seem
indicated that the biographical characteristics mainly to indicate that employees generally look for some
educational qualification
ualification (positively significant possible organizational outcomes while engaged in
relation) has a great influence on the motivational their job, such as a relatively stable employment, job
force of the academic professionals whereas gender security, opportunities for promotions and satisfactory
satisf
and experience (positively significant relation) have compensations that results in a continuing relationship
great influences on the decision to turnover intention with their organization. This in fact brings our
of the academicians. The present study revealed that attention to the employee motivational issues. Even
the organizational managements and psychologists the competent employees (those with the expertise,
can consider different strategies and policies to knowledge, skills and behavioral attributes)
attribut would not

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Feb 2018 Page: 418
 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
necessarily do well, if they were not motivated. Thus, Importance of Demographical Characteristics on
organizations wishing to retain its employees in order Motivation
to ensure the long-term sustainability and competitive
edge over other firms, must try to provide its Here in this literature we will get insight into worker
employees with what they want from their job and motivation and how it may be affected by personal
from the company. As noted by Oosthuizen (2001), characteristics such as age, gender, educational
only a comprehensive theory of motivation may qualification and work experience.
explain how human behavior is guided or focused in
Importance of Age on Employee Motivational
accordance to their levels of motivation of which
Force
valence or what people want from their job is only
one component. Reudavey (2002) in the Australian aviation mentioned
that there is no relationship between job satisfaction
Importance of Employee Motivation and age but Robbins (2001) pointed out that age
What is motivation? Motivation is described both as exerts an influence on motivation. Jones Johnson and
being intentional as well as directional. The word Johnson (2000) have found that older employees have
‘intentional’ refers to the personal choice and the tendency to experience higher levels of
persistence of action, while the word ‘directional’ motivation, compared to their younger counterparts.
denotes the presence of a driving force that aimed at This has been supported by Sui, Spector, Cooper and
achieving a specific goal. A motivated person is thus Donald (2001), and in their research amongst
the one who is always aware of the fact that a specific managers, they have also found that age was
goal must be achieved, and would direct his efforts positively related to motivation and mental well-
towards attaining that goal (Nel et al., 2001). being.

Employee motivation remains a key issue for Solomon and Muhammad (2010) have shown that the
organizations today. With the rapidly changing teachers in the initial ages are less motivated than the
environment in the age of globalization and open teachers in the age group of 45 years and above, and
market scenario the solution to problems related with unmarried teachers are more satisfied as compared to
employee motivation is becoming increasingly married teachers.
complex. This is due, in part, to the fact that what
motivates the employees’ keeps on changing Although in a number of studies people could not find
constantly (Bowen & Radhakrishna, 1991). out any significant relationship between age and
Organizations need to understand the need of the motivation (Bhargava & Kelkar, 2000; Gouws, 1995;
employees as well as ways to motivate them within Jernigan, Beggs & Kohut, 2002), but lots of other data
the context of the roles they perform. The managers suggested that older adults therefore adults in the later
need to understand the fundamental components of stages of their careers, are less motivated by the
motivation, and the underlying processes involved to necessity to prove themselves through their
develop a motivated workforce. A considerable achievements and they might be more driven by
amount of research has been devoted to unearth the aspects such as meaningful work (Tolbert & Moen,
possible linkage between pay and / or the nature of 1998). In an examination of motivational traits and
work to higher levels of employee motivation. tendencies in achievement settings in the workplace,
Provisions of job enlargement, job enrichment, Heckhausen (1997) found that middle-aged people
promotions, monetary and non-monetary means people between the age group of 30-40 years
compensation are all been considered by the were less motivated towards achievement than
researchers in this field. Higgins (2004) has identified younger adults. Kovach (1995) also found significant
ten most motivating factors in the work place viz. differences between age groups. According to his
interesting work, good wages, full appreciation of findings when people aged under-30, give high value
work done, job security, good working conditions, on good wages, people between the age group 31 to
promotions and growth in the organization, feeling of 40 give importance to job security and the over-50
being in on things, personal loyalty to employees, aged workers give most importance to support with
tactful discipline, and sympathetic help with personal their personal problems. It appears that as employees
problems. get older, they are less motivated by pay but they are
much more motivated by the desire to achieve and

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
master new skills. At the same time they also like to gender and employee motivation (Gouws, 1995;
compete with their colleagues whereas the younger Moon, 2000; Stinson & Johnson, 1977).
employees are just the opposite of that.
Effect of Educational Qualification on
Effect of Gender on Employee Motivational Force Motivational Force of Employees
A huge no of research work is going on worldwide on Lots of research works are also going on to find out if
gender to find out if there is any significant there is any significant correlation exists between
relationship exists between motivation and gender motivation and educational qualification of the
differences. For example Sousa-Poza (2003), in his employees. Gazioglu and Tansel (2002) observed that
research in Great Britain, has also found that the job graduates and post graduates people in the
satisfaction of females have declined substantially organizations have less job satisfaction than
over the past decade, whereas the level of job employees with lower levels of qualifications. So
satisfaction in males have remained fairly consistent. according to their research people with higher level of
Furthermore, Al-Mashaan (2003) has found that the qualification have a lower level of motivation than
motivation levels of males are higher than those of people with lower level of educational qualification.
females. It is thereby argued that males are utilising Although Groot, Maassen and Van Den Brink (2002)
their competencies much more, compared to females have found that there is no significant effect of over
who are more exposed to more sources of stress qualification on job satisfaction or motivation of the
including those in the workplace as well as at home. employees. However, Reudavey (2001) also could not
But at the same time opposite to the abovementioned, find a relationship between job satisfaction and
Lambert et al. (2001) and other researchers, who have educational level of the employees.
researched this area involving several different
populations, have found that female employees reveal Huddleston et al. (2002) found that higher educated
higher levels of job satisfaction as well as motivation employees tend to be more powerfully motivated by
than their male counterparts, across most settings. intrinsic rewards such as praise and recognition, than
their less educated counterparts. They termed this
Huddleston et al. (2002) found that female employees characteristic ‘Recognition Valence’, which means
always have a stronger preference for aspects of their the importance or value attached to recognition. This
jobs that relate to security, such as pay and job finding was also supported by Western studies done
security. Kovach (1995) in his research found out that by (Bellenger et al. 1984). The authors did not offer
women employees in the workplace pay considerably any possible explanation for this result but according
more importance to interpersonal relationships and to him the workers’ reward preferences seem to
communication than men. And he also revealed that change based on social factors such as education
women continue these activities to cope with their level, and on career progression. It simply means that
dual role as a homemaker as well as an employee, people who are interested to pursue academic goals
where both these aspects demand attention. From are generally more motivated by a sense of
these results it seems that although women are more achievement than by financial rewards. At the same
strongly motivated by goal achievement, they are time many authors also could not found any
simultaneously more fearful of failure than men, and significant relationship between educational
also more inclined to focus on interpersonal and qualification and employee motivation (Gouws, 1995;
security-related characteristics of the job than men. Moon, 2000; Stinson & Johnson, 1977).

According to the study by Dgoldblatt (2008) in Effect of Work Experience on Motivational Force
Kuwait in the hypothesis whether females are more of Employees
committed and satisfied as compared to males the
results of most of the studies are contradictory. Despite lots of research works done if occupational
According to him, there exist positive relationships seniority has a significant relationship exist with
between gender and job satisfaction and gender and motivation, several did not report any statistically
organizational commitment, but these relationships significant relationship in this regard (Gouws, 1995;
are not significant. At the same time some studies also Stinson & Johnson, 1977). But Kovach (1995) in his
failed to show any significant relationship between research found a statistically significant difference
based on seniority, or organisational level. According

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
to his findings in the lower-level employees were far costs of 50% to 60% of an employee’s first year’s
more motivated by good wages than middle and salary and up to 100% for certain specialized, high-
higher level employees who tended to value job skill positions. Bowen and Shuster (1986) stated that
security and recognition more. This finding, namely while all the other resources (raw material, financial
that more senior employees are generally more support etc) of an organization are important for its
strongly motivated by higher-order needs, such as success then it should be the priority of any
achievement, personal growth and recognition, than organization to attract and retain the best quality talent
by lower-order needs, such as pay as per the that separates it from the others. According to Abbasi
Maslow’s need-hierarchy theory. Bellenger et al. and Hollman (2000) excessive employee turnover
(1984) also supported the same view. often engenders far reaching consequences and at the
extreme may endanger efforts to attain the
According to Greenberg and Baron (1995), older organizational objectives.
employees are generally happier with their jobs than
younger employees, while people who are more In different empirical studies it has been indicated that
experienced in their jobs are more highly satisfied demographic variables are relevant with employee
than those who are less experienced. Drafke and turnover intentions (William and Hazer, 1986). Cotton
Kossen (2002) in their research also revealed the same and Tuttle, 1986; Morrow, 1983 and Gregersen and
view. The researchers state that job satisfaction Black, 1982 in their research have found out that age,
typically increases with age as older workers have income and tenure are identified as negatively related
more work experience and generally have a more to turnover intentions . Several studies have reported
realistic view of work and life in comparison to their negative relationship between turnover intention and
younger counterparts whereas the younger employees three demographic factors such as age, tenure, and
have an idealistic view of what work should be like income level of the employees (Arnold & Feldman,
but have less experience to utilize their knowledge, 1982; Cotton & Tuttle, 1986; Gerhart, 1990; Mobley
skills and expertise. et. al, 1979; Price & Mueller, 1986; Wai & Robinson,
1998; Weil & Kimball, 1995, and others). In case of
But at the same time many research works done on educational qualifications it has been also found out
the relationship between motivation and occupational that it is positively associated with turnover intention
seniority or experience but several did not report any suggesting that the more educated employees quit
statistically significant relationship in this regard more often (Berg, 1991; Cotton & Tuttle, 1986). But
(Gouws, 1995; Stinson & Johnson, 1977). findings of the studies on the relationship between
gender and turnover are mixed as Cotton and Tuttle
Biographical Characteristics, Employee Job (1986) and Weisberg and Kirschenbaum (1993)
Tenure and Turnover Intention revealed in their research that female employees more
likely to leave than males whereas Berg (1991),
Tenure refers to the number of years an employee has Miller and Wheeler (1992) reported no relationship
spent working (Oshagbemi, 2003). The term between gender and turnover. Recently in a research
‘turnover’ refers to employee movements that create Elaine (1997) and Summers and Hendrix (1991)
vacancies within an organizational unit (Beach, found males more likely to quit than females.
Brereton, and Cliff 2003, 62). These vacancies may However, in their meta-analysis, Griffeth et al. (2000)
be the result of resignations, transfers, retirements, show only a negligible difference between men and
dismissals, or the completion of fixed term contracts. women in terms of turnover intention (women are
Researchers have done a wide range of literature slightly more likely to leave their jobs than men). In
review on this particular issues related to the reasons case of age the studies revealed that younger
for and consequences of employee loss. Management employees are more likely to take risks at the
of any organization is facing a huge challenge to deal beginning of their careers. They are also more likely
with turnover intention of its employees in the to accept positions that are below their abilities and
industries. A literature review has been done in order expectations at the beginning of their career and
to know the reasons for and consequences of always on a move to better opportunities. Griffeth et
employee turnover and to have a fair understanding of al. 2000 in their research also supports the negative
the strategies that could be adopted by companies. age-turnover relationship.
Hale (1998) stated that employers cited recruitment

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
Worker turnover has been of interest to both managers all levels of education have experienced a huge
and researchers across a wide array of disciplines for expansion, but the rate of growth perhaps, has been
obvious reasons. In response to employee turnover, greatest at the higher education level. Between 1991
particularly voluntary turnover, Mobley and and 2005, the number of students enrolled worldwide
colleagues (Mobley, Griffeth, Hand & Meglino, 1979) in different institutions for higher studies is more than
proposed four core antecedent factors as predictors of doubled from 68 to 137.9 million students (UNESCO
employee turnover. First are demographic Institute for Statistics – UIS, 2007).
characteristics that influence a person's decision As we all know that there are several reasons why the
whether to remain with or leave a job. Secondly, lack higher education system should be expanded. The first
of job satisfaction, which leads to a cognitive reason behind this is a huge increase in the lower level
withdrawal process stressing turnover intention. of education system. This expansion has been
Thirdly, the work environment factors are found to happened because of the voluntary demand for
have significant relationship with employee job education and also in response to public action. The
satisfaction, and that in turn shapes turnover intention. law for compulsory primary education has become a
Finally, it is the turnover intent, which influences national commitment and international support to
voluntary turnover. achieve the Education for All (EFA) goals.

Globalization, India and Education Service The second reason behind this is that because of the
Industry high demand of university graduates for the public
service sector and in most of the developing countries
The service industry forms a backbone of social and the public sector used to be the largest employer of
economic development of a region. It has emerged as university graduates. But due the reason of
the largest and fastest-growing sectors in the world globalization the private sector have promoted of their
economy, making higher contributions to the global economies whereas employment in the public sector
output and employment. Its growth rate has been has been declined in many countries. In fact we can
higher than that of agriculture and manufacturing say that the slowdown in employment generation in
sectors. It is a large and most dynamic part of the the public sector has been compensated by
Indian economy both in terms of employment employment creation in the private sector. At the
potential and contribution to national income. It same time it has been realized that due to
covers a wide range of activities, such as education, globalization, the requirements for skills, knowledge
trading, transportation and communication, financial, and aptitude has also been changed in a huge way by
real estate and business services, as well as the companies. So to compete with the changing
community, social and personal services. In India, demands of time many countries have universalized
services sector, as a whole, contributed as much as their school education and at the same time changed
68.6 per cent of the overall average growth in gross their higher education systems.
domestic product (GDP) between the years 2002-03
and 2006-07 . (“Service Sector in India”; 21-07-2007; The third reason for expansion of higher education is
Indian economy). The most important services in the better job opportunities and higher salary expectations
Indian economy has been health and education. They of the students pursuing studies in domestic as well as
are one of the largest and most challenging sectors private institutions and because of this reason the
and hold a key to the country's overall progress. number of students has increased in cross-border
institutions, it has become almost double to 2.7
The era of economic liberalization has ushered in a
million in the last decade.
rapid change in the service industry. As a result, over
the years, India is witnessing a transition from
The Knowledge economies have grown faster than
agriculture-based economy to a knowledge-based
any other and many of them have continued a growth
economy. The knowledge economy creates,
over the past decades. And at present it is in the centre
disseminates, and uses knowledge to enhance its
of development. Because of the huge growth in
growth and development.
knowledge economies employment opportunities have
expanded globally on two sides. Firstly, there has
The education system has been increasing globally.
been an increase in employment in the developed
Now more people are investing their time and money
countries where production is more knowledge-based,
in the education business than in the past. Although

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
skill requirements are high and have attracted highly The hypotheses of the present study are framed in the
skilled workers from other countries. And secondly, form of Null Hypotheses.
there has been an increase in domestic employment
opportunities in developing countries due to the  Null Hypothesis 1: There is no relationship
increase in foreign direct investment (FDI) and the whatsoever between the age of the employees and
growth of private enterprises, including firms the level of their motivational force in both
focusing on outsourcing because of globalization. But Academic and Information Technology (IT)
at the same time it is to be seen that the skill sectors.
requirements in the knowledge economy are not only  Null Hypothesis 2: There is no relationship
different from traditional manufacturing sector, but whatsoever between Employees’ Experience (in
also the level of skills required and the qualifications years) and the level of their motivational force in
demanded for job entry are also high and continuing both Academic and Information Technology (IT)
to get higher. Studies show that, in countries such as sectors.
Canada, nearly 70 per cent of all new jobs will require  Null Hypothesis 3: There is no relationship
a post-secondary level of education (International whatsoever between the gender of the employees
Labor Office – ILO, 2004). and their levels of motivational force in both
Academic and Information Technology (IT)
It is a very well known fact to all of us that the sectors.
technical education system in India has undergone a  Null Hypothesis 4: There is no relationship
huge change in last 20 years as compared to previous whatsoever between Employees’ Educational
50 years. This has seen enormous private participation Qualification and the level of their motivational
and huge growth of engineering and management force in both Academic and Information
colleges not only in terms of numbers of colleges but Technology (IT) sectors.
also numbers of students enrolled. (“Indian Higher  Null Hypothesis 5: There is no relationship
Education Sector: Heading towards Transformation”; whatsoever between the biographical
International Conference on Technology and Business characteristics and their tenure in present job of
Management March 28-30, 2011) the employees in Academic sector.

The Specific Objectives of the Study Sampling

More specifically, the objectives of the present Two specific service industries were considered for
research are: the purpose of the present study, viz. Technical
Academic Sector. The method of stratified random
 To determine whether there exists any relationship sampling was employed to select employees from
between the age of the employees and their various institutes belonging to this sector as sample
motivational force in Academic sector. for the study. The size of the sample thus selected is
 To determine whether there exists any relationship 157.
between the gender of the employee and their
motivational force in Academic sector. Tool Used
 To determine whether there exists any relationship
‘What People Want from Their Job’, a standardized
between employees’ educational qualification and
14-item questionnaire by Pareek (2002) was followed
their motivational force in Academic sector.
to identify employees’ valence for different job
 To determine whether there exists any relationship
outcomes along with an Personal Information Sheet
between employees’ work experience and their
that records the respondents’ the details of
motivational force in Academic sector.
demographic data (viz. gender, age in years,
 To identify the relationship that may exist
educational qualifications, experience or years of
between employee biographical characteristics
service).
and their tenure in the present job in Academic
sector.

Hypothesis of the Study

Method of Data Collection

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
The 14-item questionnaire, ‘What People Want from Exhibit 3: Mean and Standard Deviation of Age (in
Their Job’ as well as the Personal Information Sheet years) in Academic Sector
was administered individually to each of the Age of the Sample
respondents to collect the required information. Mean (in Years) 34.53
Standard Deviation 8.25
Statistical Techniques Followed
The Statistical Package for the Social Sciences Educational Qualification
(SPSS), Version 20, was utilised to analyse the data In the present study, educational qualification is
with frequency tables and graphical illustrations to considered in terms of the number of years spent in
provide information on key demographic variables in completing the study. Four groups of educational
this study. The upper level of statistical significance level have been created: Group 1 is the one where
for null hypothesis testing was set at 5%. All respondents have 16 years of education and referring
statistical test results were calculated at the 2-tailed to the technical graduates (BE/BTech) and Group 2
level of significance in accordance with the non- having 17 years of education, referring to graduation
directional hypotheses presented (Sekaran, 2000). with a post graduates
(PGDBA/MBA/MA/M.Com/M.Sc etc) qualification,
Description of the Sample Group 3 is the one having 18 years of education
Gender (BE/B.Tech + MBA/PGDBA) and the Group 4 have
As shown in Exhibit 1, almost sixty eight percent of the highest level of educational qualification (Ph. D)
the present sample in Academic sector is found to be with 20 years of education.
male, while the rest (31 percent) are female. As shown in Exhibit 4, the majority of the
Exhibit 1: Percentage of Male and Female respondents (about 64.47 %) in Academic Sector have
Distribution in Academic Sector 17 years of education, with only 5.26% respondents
Percentage of Respondents having 16 years of education and 31.30% respondents
Male Female Total are having 20 years of education that means Doctoral
68.42 31.57 100 degree.

Age in Years Exhibit 4: Percentage of the Sample Having

As shown in Exhibit 2, age of the employees’ Different Levels of Educational
concentrates in the Young Category, comprising Qualification (in years) in Academic Sector
41.44% of the sample while in the Middle aged group Percentage of Sample Having
40.13% of the respondents belong and12.5% of the
respondents are there in the Upper–Middle section. B.E/B.Tech (16 MBA / PGDBA Ph. D
Very few people is found to belong to the Old years) (17 years) (20 years)
category (5.92%). However, the average age in 5.26 64.47 31.30
Academic sector is thirty-four years (Exhibit 3),
which indicates the fact that most of the respondents Exhibit 5: Mean and Standard Deviation of
belong to middle aged group. Educational Qualification in Academic Sector
Educational Qualification of the Sample
Exhibit 2: Percentage of Age Distribution of the Mean (in Years) 17.85
Sample in Academic Sector Standard Deviation 1.43
Percentage of Sample Having
Young (23- Middle Upper Old (50+ Experience (Years of Service):
30 years) Aged (31-40 Middle (41- years) The years of service or experience of the respondents
years) 50 years) are categorized in to five groups: Group 1: 6 months-
41.44 40.13 12.5 5.92 2 Years, Group 2: 2.5-5 Years, Group 3: 6-10 years
and Group 4 represents people with more than 10-15
years of experience and Group 5 represents people
with more than 15 years of experience.
As it is seen in the Exhibit 6, in Academic sector the
highest number of respondents (29.60%) falls under

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
Group 2 followed by Group 3 (24.34%). Group 1 has Exhibit 7: Mean and Standard Deviation of
only 23.68% of the respondents while only 9.86% Experience in Academic Sector
people are left in Group 4 with more than ten years of Experience of the Sample
experience. And we have 12.57% respondents falls Mean (in Years) 7.60
under group 5 that means people with more than 15 Standard Deviation 7.42
years of experience.
Employee Tenure in the present Job (in Years)
Exhibit 6: Percentage of the Sample Having The highest number of employees (as high as 54%) in
Different Levels of Experience (Years of Service) the Academic sector is found to have only a
in Academic Sector maximum of two years of job tenure (Exhibit 8).
Percentage of Sample Having Employees having tenure of up to five years in this
0.6-2 2.5-5 5.5-10 10-15 15+ sector is found to be 35.52% while those having the
Years Years Years Years Years tenure of more than five years in the present job are
23.68 29.60 24.34 9.86 12.57 found to be rather few (10.54%). The average tenure
of the employees in Academic sector is less than three
years (Exhibit 9).

Exhibit 8: Percentage of the Sample Having Different Tenure (in Present Job) in Academic Sector

Percentage of Sample Having Tenure in the Present Job of

0.6-2 Years 2.5-5 Years 5+ Years

53.94 35.52 10.54

Exhibit 9: Mean and Standard Deviation of Tenure (in the Present Job) of the sample in Academic
Sector
Tenure in the Present Job of the Sample
Mean (in Years) 2.77
Standard Deviation 2.11

Findings of the Study

Table 1: Inter correlations of all variables: Tenure in Present Job, Motivational Force and All
Demographic Variables-Age, Gender, Educational Qualification and Experience in Academic Sector
Age Gender Educational Experience Tenure in Motivational
Qualification Present Job Force
Age Pearson 1
Correlation
Sig. (2-tailed)
N 152
Gender Pearson .393** 1
Correlation
Sig. (2-tailed) .000
N 152 152
Educational Pearson .534** .183* 1
Qualification Correlation
Sig. (2-tailed) .000 .024
N 152 152 152

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
Experience Pearson .915** .336** .465** 1
Correlation
Sig. (2-tailed) .000 .000 .000
N 152 152 152 152
**
Tenure in Pearson .529 .337** .134 .564** 1
Present Job Correlation
Sig. (2-tailed) .000 .000 .099 .000
N 152 152 152 152 152
Motivational Pearson -.053 -.090 .197* -.029 -.170* 1
Force Correlation
Sig. (2-tailed) .515 .270 .015 .720 .036
N 152 152 152 152 152 152
**. Correlation is significant at the 0.01 level (2-tailed)
*. Correlation is significant at the 0.05 level (2-tailed).

Relationship between Demographic Variables and Motivational Force:

Motivational Force and Age as well as Experience of Employees:

Table 1 indicates that there is no statistically significant correlation exists between Age and Experience with
employee Motivational Force as the corresponding p values are (r=-0.053, p<0.515) and (r=-0.029, p<0.072) in
academic sector.

Motivational Force and Gender of Employees:

Table 2: t-test to Identify Differences in Employee Motivational Force based on Gender in the Academic
Sector
t-test for Equality of Means
T Df P Mean Std. Error 95% Confidence Interval
Difference Difference of the Difference
Lower Upper
Motivat Equal 1.108 150 .270 4.308 3.889 -3.377 11.993
ional variances
Force assumed
Equal 1.074 85.048 .286 4.308 4.010 -3.665 12.280
variances not
assumed

From the Table 2, the t-test result shows that the two-tailed p-value is 0.286. So we can conclude that there is
not any significant difference between employee motivational force between male and female employees in the
Academic Sector.

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
Figure 1: Distribution of Mean Employee Motivational Force across Genders to Identify Possible
Overlapping (Error Bar Chart) In Academic Sector

Note:
1= Male
0= Female

Form the figure 1 it is clear that there is not a very significant difference in the level of motivational force of the
male and female employees in the Academic Sectors.

Table 3: ANOVA to Identify Differences in Employee Motivational Force based on Different levels of
Educational Qualifications in Academic Sector
Sum of Squares Df Mean Square F Sig.
Between Groups 2958.962 2 1479.481 3.054 .050

Within Groups 72170.820 149 484.368

Total 75129.782 151

As evident from the Table 3, between groups Table 4: Post Hoc: Multiple Comparisons between
variability due to educational qualification is 2 while Employees Motivational Forces based on Different
the within group variability arising due to random Level of Education
error is 149.The F value is 3.054 (p<0.05). Therefore
we can say that a significant difference lies between (I)Educational (J)Educational Mean p-
employee motivational force based on different level Qualification Qualification Difference Value
of education in Academic Sectors. Now to understand (Yrs) (Yrs) (I-J)
the relative degree of employee motivational forces 16 17 -8.10441 . 318
across different level of Educational Qualification, we 20 -16.27321 .055
have to conduct a further analysis to derive the 17 16 8.10441 . 318
required multiple comparisons as presented in Table 4 20 -8.16879* .040
below.
20 16 16.27321 .055
17 8.16879* .040
Note:
 16 Yrs- B.E/B.Tech
 17 Yrs- B.Sc/B.A/B.Com +PGDBA/MBA

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
 20 Yrs- PH.D with twenty years of qualification found to possess a
*. The mean difference is significant at the 0.05 level significantly higher level of motivational force than
The results presented in Table 4 indicate that their counterparts with sixteen years of education with
employees with twenty years of educational the mean difference being 16.27321 (p<.06). At last
qualification apparently are having the higher when we consider the motivational force score
motivational force score in comparison to their between seventeen years and sixteen years of
counterpart employees with sixteen and seventeen education we can find the mean difference
years of educational qualification as well . When we 8.10441(p<0.318). Though the mean difference is not
consider the motivational force scores of the statistically significant but we can find that employees
employees with Twenty years and well as seventeen with seventeen years of educational qualification are
years of educational qualification respectively, having higher motivational force than employees with
employees with twenty years of qualification found to sixteen years of educational qualification. Thus we
possess a significantly higher level of motivational find that the employees with twenty years of
force than their counterparts with seventeen years of educational qualification are having the highest
education. The mean difference between the motivational force score and employees with sixteen
employee motivational scores in these two years of educational qualification are having the
educational level is found to be 8.16879 (p<.05). lowest motivational force scores while the
When the motivational scores of employees with motivational force of the employees with seventeen
twenty years and sixteen years of educational years of educational qualification come in between.
qualification respectively are compared, employees

Findings Based on Regression Analysis:

Predicting Employee Motivational Force from Different Demographic Variables in Academic Sector:

Table 5: Regression Analysis Results for Predicting Employee Motivational Force in Terms of the
Demographic variables, viz. Age, Gender, Educational Qualification and Experience in Academic Sector
Model Summary d
Variable R R Square Adjusted-R F Beta Df T P
Square Change
Educational .192a .037 .030 5.721 .305 150 3.27 .018
Qualification *
Age .264b .070 .057 5.297 -.214 149 -2.30 .023
*
Dependent Variable: Motivational Force * p < .05

A stepwise regression was performed, whereby employee motivational force was regressed on demographic
factors. The results are summarized in Table 5. The results indicate that demographic factors (age and
educational qualification) significantly predicted motivational force of the employees in academic sector. As
we can see from the table, the F value of educational qualification 5.721 is significant (p <. 018), R = 0.192,
and R square = .037. It explains 3.7% of the total variance in employee motivational force. The coefficient part
shows that the t value (3.275) of educational qualification is significant with a beta weight of 0.305. Recalling
the findings of correlation test presented in Table 1 educational qualification has a significant and positive
relationship (r = .197, p<.015) with employee motivational force. And when we define age, the F value of 5.297
is also significant (p <. 023), R = 0.264, R square =.070. Age is another demographic variable of the present
study that might affect negative significant role in influencing employee motivational force and that it explains
7% of the total variance in motivational force of the employees in academic sector. The coefficient part shows
that the t value (-2.302) of age is significant with a beta weight of -0.214. Recalling the findings of correlation
test presented in Table 1 age has a negative relationship (r = -.053) with motivational force of the employees in
the academic Sector. So we can say that age and education qualification made significant separate contributions
to the prediction of employee motivational force in the academic sector.

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
Predicting Tenure in present job from Motivation and other Demographic Variables in Academic Sector:

Table 6: Regression Analysis Results for Predicting Tenure in Present Job in Terms of Employee
Motivational Force and Other Demographic variables, viz. Age, Gender, Educational Qualification and
Experience in Academic Sector
Model Summary d
Variable R R Square Adjusted-R F Change Beta Df T P
Square
Experience .564a .318 .314 69.962 .591 150 7.570 .000**
b
Gender .585 .343 .334 5.538 .177 149 2.549 .020*
Educational .608c .370 .357 6.365 -.186 148 -2.52 .013*
Qualification
Dependent Variable: Tenure in Present Job
** p < .01
* p < .05
A stepwise regression was performed, whereby tenure significant with a beta weight of -0.186. So we can
was regressed on demographic factors and say that in academic sector educational qualification
motivational force. The results are summarized in has a negative correlation with tenure of the
Table 6. The results indicate that demographic factors employees that means more qualified people have a
(experience, gender and educational qualification) short tenure in the job in academic sector.
significantly predicted tenure of employees as can be
seen from the table 6.The F value of experience is Discussion
69.962 which is highly significant (p <. 000), R =
0.564, R square=0.318. This means that experience Different Demographic Variables and Their Possible
plays significant role in influencing tenure of the Impact on Employee Motivational Force:
employees and it explains 31.8% of the total variance
in tenure. The coefficient part shows that the t value Relationship between Employee Age and Their
(7.570) of experience is highly significant with a beta Motivational Force
weight of 0.591. Recalling the findings of correlation From the Table 1 we can observe that employee
test presented in Table 1 experience has a significant motivational force in academic sector seems to go
and positive relationship (r = .564, p<.000) with downward with the advance of age, as revealed by the
tenure. And when we define gender, the F value of inverse relationship shown between these two
5.538 is also significant (p <. 020), R = 0.585, R variables. This is in contrast to the common belief that
square=0.343. This means that gender also plays aged people are better motivated. However, the
significant role in influencing tenure and that it strength of the relationship between employee
explains 34.3% of the total variance in tenure. The motivation and their age is decidedly weak and far
coefficient part shows that the t value (2.549) of from being statistically significant (r = -0.053,
gender is significant with a beta weight of 0.177. p<0.515).
Recalling the findings of correlation test presented in
Table 1 shows gender has a significant and positive Schulze and Steyn (2003) nevertheless found that age
relationship (r = .337, p<.000) with tenure. And the had a major impact on the motivation levels of
other most important factor which has a significant educators. In a survey conducted by research house
role in prediction of tenure of the employees in their Catalyst in the United States in 2001 reported that
present job in academic sector is educational between the age group of 20-27 years educators were
qualification. In the case of educational qualification committed to marriage, children or job mobility and
the F value of 6.365 is significant (p <. 013), R = were trying to build a stable future whereas educators
0.604, R square=0.370. This means that educational between 28–33 years of age were found to deal with
qualification plays significant role in influencing career issues, marriage and parenting more whereas
tenure and that it explains 37% of the total variance in educators between 34-39 years age are found to
tenure. The coefficient part shows that the t value (- question their accomplishment or lack thereof,
2.523) of educational qualification is negatively

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
resulting in feeling of stress, which in turn found to Britain has declined substantially over the past
have an impact on the level of motivation. decade, whereas the level of job satisfaction in males
Thus, the findings of the present study seem to reject remained fairly consistent. Lambert et al. (2001) and
Null Hypothesis 1, viz. there is a negative relationship other researchers using several different populations
whatsoever between the age of the employees and have however found that females tend to show
their level of motivational force. significantly higher levels of job satisfaction than
their male counterparts. Several researchers have,
Relationship between Employees’ Experience and however, found that the relationship between gender
Their Motivational Force and job satisfaction have yielded contradictory results
Interestingly, the present research seems to indicate a (Chiu, 1998).
moderately negative relationship between employees’ Thus, the findings of the present study seem to accept
experience on their current job and their level of our Null Hypothesis 3, viz. there is no relationship
motivational force (r = -0.029, p<0.720). This is whatsoever between gender of the employees and
shown in Table 1. Thus, the levels of motivational their motivational force.
force of the members of the teaching fraternity tend to
decrease with the passing years in their job. It could Relationship between Employees’ Educational
possibly be as people may start feeling stagnated and Qualifications and Their Motivational Force
tend to lose hope for further development of their The findings of the present study seems to clearly
career progression after spending a longish period of indicate the existence of a strong positive relationship
time in a particular position. The present finding (r= .197, p<.050) between the educational
seems to be in contrary to the common belief that qualification of the employees and their levels of
longer one stays with the organization, the better motivational force, as measured by the multiplicative
motivated the individual becomes. Many a researcher model (refer to Table 4). The more educated the
have however reported the similar findings as faculty members in the technical and professional
obtained in the present study ( Bellenger et al., 1984), education, the higher their levels of motivational
though some research findings lend support to the force. In other words, the willingness of the members
commonly held belief (Schulze and Steyn’s, 2003). of the teaching fraternity to put in more effort into
Thus, the findings of the present study seem to accept their teaching seems to increase significantly with
our Null Hypothesis 2, viz. there is no relationship their levels of educational qualifications). Thus, the
whatsoever between the level of experience of the difference between the mean motivational force
employees and their motivational force. scores of employees having twenty years of education
and those having seventeen years’ of education is
Relationship between Gender of the Employees and found to be 8.17 (p< 0.05). Similar trend prevails
Their Level of Motivational Force when the mean motivational force scores of
As is shown in Table 2, the difference between the employees with twenty years of experience are
mean motivational forces of male and female compared with that of employees having seventeen
employees engaged in Academic Sector is not found years of experience, with the mean difference
to be statistically significant (p < 0.286). Thus, we becoming even larger (p<0.06). Thus, technical and
may say that there is no significant difference between professional teachers having a masters or a doctoral
the motivational force of male and female employees qualification are certainly more motivated than those
in the academic Sector. Women in the Academic with a B-Tech or postgraduate qualification. This
Sector today are found to be equally keen as their could possibly be due to the employees’ increased
male counterpart in terms of the level of motivational capability leading to an enhanced self-efficacy or
force in the context of work organization. This is expectancy, a major component of the three factor
again contrary to the past findings by Sousa-Poza multiplicative model of employee motivational force.
(2003), Al-Mashaan (2003) and Lambert et al. (2001). Similar trend prevails when the mean motivational
They all have found significant differences in work force scores are compared between employees with
motivation and job satisfaction between males and seventeen years of experience vis-à-vis those with
females. According to Al-Mashaan (2003), the levels having sixteen years of experience, though in the last
of job satisfaction of males are found to be higher case, the difference fails to reach the level of
than those of females. Sousa-Poza (2003) also found statistical significance. Schulze and Steyn’s (2003)
that the level of job satisfaction of females in Great found a similar trend in their study involving

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
educators with their willingness to put in more effort tend to have lesser degrees of job satisfaction than
increases with their level of education. Johnson and those with lower levels of educational qualification.
Johnson (2000) in their study at American postal Thus, the findings of the present study seem to reject
services where they found that perceived over- Null Hypothesis 4, viz. there is no relationship
qualification have a negative impact on the whatsoever between the educational qualifications of
dimensions of job satisfaction. Gazioglu and Tansel the employees and their level of motivational force
(2002) also found more or less similar result and score as measured through the multiplicative model of
reported that graduate and postgraduate employees motivation.

Discussion based on Regression Analysis

Predicting Employee Motivational Force from Different Demographic Variables
On the basis of the data of the present study in the Academic Sector (Table 5), the regression equation for
predicting employee motivational force from the demographical characteristics is given below:

Thus, employee demographic factors such as educational qualification and age are found to be important
predictors of motivational force in the Academic sector, educational qualification explaining 3.7% and age
negatively explaining 7% of the variance respectively. The other demographic factors viz. gender and employee
experience, are found to play insignificant roles in predicting employee motivational force in Academic sector.

Predicting Tenure in present job from Motivation and other Demographic Variables
The regression equation to predict employee tenure from their motivational force and other demographic
variables is given below:

Thus, it is found (refer Table 6) that in predicting Organisations across the board are conceding to the
employee tenure, motivational force does not play any noteworthy opportunity to improve the return on
significant role. While the positive impacts are investments in their human resources, by aligning
obtained from factors such as experience and gender, strategies for employee motivation with business
each one explaining 31.8 and 34.3 percent of variance strategy and enhancing the value delivered to and by
respectively, educational qualification in contrast is employees. This has been identified as critical to the
found to have a negative impact on employee tenure ability of the organisation to firstly attract, but also
which explain 37percent of variance. As discussed most importantly retaining critical skills and adding to
earlier, the higher the qualification, the less the chance the organisation’s competitiveness in the global
in continuing in the same job, as the people in the market.
teaching fraternity seem to feel disenchanted with
their present job and seeks change. The research study has demonstrated that
Thus, the findings of the present study seem to reject organisations need to understand that employee’s job
Null Hypothesis 5: There is no relationship behaviour is not only related with motivation as well
whatsoever between the biographical characteristics as different biographical variables are also associated
and their tenure in present job of the employees in with that. So how employees are motivated and that
Academic sector. the organisational strategies developed should be
cognoscente of the fact that those strategies would
Conclusion have a different motivational impact on different
employees and may affect an employee in different
ways at different points in time due to conditions,

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 International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470
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