Journal of Business & Economic Policy Vol. 1, No. 1; June 2014 116 Work Motivation as Determinant of Change Proneness in Male and Female School Teachers Mrs. Shraddha Verma Asst. Prof. Institute of Teacher Education Pt. Ravishankar Shukla University Raipur Abstract Change-proneness means inclination or readiness one has to change or alter his behaviour, attitudes, feelings and thoughts by being flexible rather restraining oneself to be rigid (Mukhopadhyaya, 1981). Motivation is thought to be responsible for "why people decide to do something, how long they are willing to sustain the activity and how hard they are going to pursue it" (Dörnyei,2001a:8). Motivation refers in a general sense to a process involved in the initiation, direction and energization of individual behaviour. Teacher’s motivation and opportunities for professional development have been linked closely to certain fundamental conditions of teaching. Independent of the cognitive abilities & personal dispositions of individuals. The present study is intended to study the effect of work motivation on change proneness of school teachers in context to gender. The sample taken for the study is 600 out of which 300 male and 300 female school teachers. The result on ANOVA calculation is not significant at 0.05 level of significance. Change-proneness means inclination or readiness one has to change or alter his behaviour, attitudes, feelings and thoughts by being flexible rather restraining oneself to be rigid (Mukhopadhyaya, 1981). The tendency to accept anything, which is new, novel, to be imbibed in their style of work is change proneness. Change-proneness means inclination or readiness one has to change or alter his behaviour, attitudes, feelings and thoughts by being flexible rather restraining oneself to be rigid (Mukhopadhyaya, 1981). Miller (1967) first coined the concept of change-proneness is the congregations effect of curiosity, open mindedness and mental flexibility. Those who take risk in introducing new strategies imbibe new ideas and with a high change prone attitude may originate new ideas. It is a sense of satisfaction, commitment and success in the quest for new techniques, ideals and methods. Change-Proneness is defined as a state of flux and dilemma brought about by devotion to a cause or a way of life which may promote to result at expected rewards or fails to produce unexpected revolts. Teacher at his best should be active not reactive, must strive rather than submit, he must be author of his behaviour rather than have it dictated by authority. The teacher should perform his duties in his own style. The pattern of functioning of teachers reveals the existence of two categories of teachers – being very flexible in approach, those adopt new strategies and innovative, those who may not accept new strategies and implement novel techniques. A teacher who is committed, competent, and creative and work with excelsior spirit can drive out the darkness from the minds of pupils and make them educated cultured civilians. With all sterling qualities the teachers will make educative process effective Motivation is thought to be responsible for "why people decide to do something, how long they are willing to sustain the activity and how hard they are going to pursue it" (Dörnyei,2001a:8). Motivation refers in a general sense to a process involved in the initiation, direction and energization of individual behavior. Teacher’s motivation and opportunities for professional development have been linked closely to certain fundamental conditions of teaching. Independent of the cognitive abilities & personal dispositions of individuals. Certain realities of teaching affect teacher’s competence, commitment and career decisions (Huberman, 1986; Rosenholtz, 1989; Sikes, 1984). Conditions that motivate teachers or discourage them may do so both for the moment affecting the ebb & flow of energy and engagement teachers bring to their daily work and for the long term bolstering or eroding their overall investment in teaching.