Teacher Motivation Diagnostic Questionnaire – TMDQ
Assesses teacher motivation across four areas: attitude toward the principal, future utility, principal's expectations, and self-concept of ability.
Scale Development & Technical Details
Scale Overview
The Teacher Motivation Diagnostic Questionnaire – TMDQ was developed by K. M. Matthews and C. T. Holmes (1982). It is designed to measure Teacher Motivation. The scale is intended for use with Teachers.
Scale Structure
This instrument consists of 16 items organized into 4 factors/subscales: Attitude toward the principal, Future utility, Principal’s expectations, Self-concept of ability.
| Factor / Subscale | Items | N |
|---|---|---|
| Attitude toward the principal | 2,6,11,15 | 4 |
| Future utility | 3,7,10,14 | 4 |
| Principal's expectations | 1,5,12,16 | 4 |
| Self-concept of ability | 4,8,9,13 | 4 |
Response Format
Respondents rate each item using a custom response format.
Response anchors: 1 = 1 (Low / Weak / Small / Bad), 2 = 2, 3 = 3, 4 = 4, 5 = 5, 6 = 6, 7 = 7 (High / Strong / Large / Good).
The scale includes 10 reverse-scored items to reduce acquiescence bias.
Scoring
Items are scored by subscale, with each subscale sum representing a distinct dimension.
Total scores range from 16 to 112. Interpretation guidelines:
- Low Motivation: 16 – 48
- Moderate Motivation: 49 – 80
- High Motivation: 81 – 112
Psychometric Properties
Internal Consistency: The scale has demonstrated good to excellent internal consistency with reported Cronbach’s alpha values of Reliability estimates are provided in Matthews and Holmes (1982).
Administration
The scale is self-administered and typically takes approximately 5 minutes to complete. It can be administered individually or in group settings. No special training is required for administration.