7 CONCLUSIONS AND RECOMMENDATIONS FOR FUTURE
7.2 Limitation and Recommendations
When it comes to the scales the study used, some of them were not analyzed.
First of all, the scales of external and introjected motivation in the SAFTMT we-re not used in analysis because the curwe-rent study focused on autonomous moti-vation. Although the previous literature have not shown, the types of controlled motivation including external and introjected motivation may be contagious as well. Further study for practical utilization of motivational contagion will be required based on the result of the present study. Further work needs to be do-ne to examido-ne whether controlled motivation is contagious or not.
Secondly, although the author tried to conduct the structural equational modeling (SEM) about the motivational contagion through three types of social power, the analysis could not be realized. The current study adopted the path analysis by multiple regression analysis because the confirmatory factor ana-lysis could not identify three types of social power in addition that the construct validity of the scale of social power (PSPS) has not been tested. A further study could assess the construct validity of the PSPS scale. Then, more detailed ana-lysis by SEM about motivational contagion via social power will be realized.
Thirdly, one of the questionnaire (SAFTMT) the current study used was translated from another language. Although the translation was done and re-viewed by the master's degree students and the licensed guide interpreter, it holds out the possibility that some items in Japanese do not reflect the whole essential meaning of the original English version.
The present research also has some obvious limitations about the data.
Firstly, the data was collected from 359 professional educators and formal ran-dom sampling way was not applied. The data does not represent a sample of the total population of Japanese professional educators. Secondly, the data was cross-sectional and the results were derived from it. Longitudinal data would be needed for further analysis of how their motivation change and expand among the following generation professional educators.
Regarding the analysis of the highly motivated colleagues, we did not take account of the relationship between the age of the model and the perceiver.
Since the age distribution of the participants is not equal in each age section, further research should be carried out to examine the relationships between age of participants and the age difference with model taking the age distribution into account.
Leading and managing motivation will be the emotional and cognitive re-source for educational leadership. However, the practical way for educational leadership to utilize this phenomenon of social contagion of motivation remains unclear.
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APPENDIX
Appendix 1 Japanese version of the questionnaire The questions about the model
The SAFMT scale for measuring the perception of model’s motivation
The SAFMT scale for measuring the perceiver’s motivation
The PSPS scale
The RAMC scale
Appendix 2 English version of the questionnaire The questions about the model
The SAFMT scale for measuring the perception of model’s motivation
The SAFMT scale for measuring the perceiver’s motivation
The PSPS scale
The RAMC scale