Teacher Motivation

Mindful of the withering of high-stakes accountability and disappointing data from pay for performance evaluations in the US, we ask why management by extrinsic incentives and organizational goal setting may have been far less powerful than designers of accountability and extrinsic incentive systems had expected. We explore how system-generated motives (e.g., attaining specific organizational goals, preventing sanctions, or garnering rewards) stack up against autonomously generated, intrinsic, or service motives.? We found through both quantitative and qualitative data that for teachers in the charter schools a constellation of public service motives predominated: diffuse pro-social commitments, ideologies of fairness and equity, a belief in the moral deservingness of deprived student populations in opposition to societal neglect, and identification with one's work as a personal calling. By comparison, monetary rewards were embraced as already deserved. Neither rewards, nor acco...

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This paper examines teacher satisfaction in the United Arab Emirates. First, it examines the overall level of professional satisfaction among teachers in Abu Dhabi using data from the OECD’s 2013 Teaching and Learning International Survey (TALIS). It finds that there is a significant gap in overall teacher satisfaction that is driven by higher rates of satisfaction among expatriate teachers than Emirati teachers. It also finds that the perceived value of the teaching profession is a large and statistically significant predictor of teachers’ professional satisfaction. The second part of the paper investigates the reasons for this satisfaction gap further– it uses new survey data to explore attitudes towards teaching as a career among a cross-section of Emirati residents. It finds that while Emirati residents – nationals and non-nationals alike –generally consider teaching a good job, individuals’ perceptions of both status and salary affect attitudes towards teaching. While the first part of the paper finds that teachers’ perceptions of status affect their job satisfaction, the second part finds that salary is an even more significant predictor of whether Emirati residents believe teaching is a good job, and that there is a tight coupling between expected salary and perceived status. Policy recommendations suggest that attracting Emiratis – particularly male Emiratis – back into teaching would require both more pay and a significant status upgrade. Meanwhile, teaching remains a desirable profession for expatriate Arabs and Southeast Asians, as it provides comparably good pay and benefits.

A review of empirical studies on teacher motivation indicates decreasing levels of motivation among secondary school teachers ultimately leading to minimal achievements of the projected Kenya’s Vision 2030. This study examined the school curriculum as a determinant of secondary school teacher motivation in Kenya in curriculum implementation. The research adopted a survey study design, adopting mixed methods research approach with an aim of fortifying and converging both quantitative and qualitative data. The respondents were sampled from 46 secondary schools located in Nyeri and Kirinyaga counties of Kenya. The findings of this study inform curriculum planners, education leadership and policy makers on the school curriculum as a core determinant of teacher motivation in secondary schools that influence curriculum implementation in Kenya. Key Words: School Curriculum; Teacher Motivation; Curriculum Implementation

This qualitative study explores Turkish English as a Foreign Language (EFL) teachers’ perspectives regarding current English Language Teaching (ELT) policies, ELT curriculum, assessment practices, and teacher motivation in the Turkish EFL setting. The data were collected with semi-structured, 30-minute-long FaceTime interviews. The study’s participants were three
native Turkish EFL teachers, teaching at elementary, middle school and high school levels.
The focus of the study was to explore if teachers observed a gap between the language teaching policies and actual classroom implementation of these policies in the Turkish EFL context, and if there was a perceived gap, how did this gap affect EFL teachers’ motivation at different grade
levels.
The interview data were coded with a priori codes, and the data were analyzed with thematic analysis. The results show that teachers perceived a gap between the language teaching policies and their actual teaching practices in the classroom. This perceived gap stemmed from four
tensions that are explored in this study: (1) tensions between policy and practice, (2) tensions between the curriculum and assessment practices, (3) tensions between autonomy and centralized policy decisions, and (4) tensions between motivation and external pressure.
Teachers feel that it is not realistic to implement Communicative Language Teaching (CLT) in Turkish classrooms, as the assessment practices put too much emphasis on students’ reading comprehension and grammar knowledge in the centralized language examinations. As these exam results play an important role in determining students’ high school and college enrollment, teachers feel obliged to teach in line with the grammar-based language tests. One of the goals of this study was to explore if the imposed language curriculum, emphasizing communicative competence by implementing CLT rather than traditional-grammar based instruction, was more applicable with the elementary level students compared to middle school and high school level teachers, considering that the elementary level students and teachers did not have to face the pressure of centralized exams. The results show that elementary level EFL
teachers feel more free to implement the communicative curriculum by implementing the principles of CLT; however, middle school and high school teachers feel that they cannot implement CLT in their classrooms, as they feel pressure to teach to the test. The pressure that teachers faced due to their students’ test scores and external pressure from the administration decreased teachers’ motivation in the Turkish EFL setting.

The aim of the study was to determine the motivation levels of teachers working in primary school and the level of transformational leadership qualities of school principals based on the perceptions of teachers; and then the investigate of the relationship between teacher motivation and the transformational leadership qualities of school principals. The sample consists of 397 class teachers and subject matter teachers who were chosen randomly and work at the central boroughs of Ankara. As a result of the study, it was determined the motivation levels of teachers is "partly satisfied" whereas the transformational leadership characteristics level of school principals is "rarely."At the end of the study, no meaningful relationship was found between the transformational leadership characteristics of school principals and the level of teacher motivation.

This volume deals with motivation and vision. More specifically, it explores how to motivate (learners and teachers) through vision. The concept of vision is defined throughout as one of the most powerful motivational forces, a concept that incorporates both the idea of a desired cognitive goal (i.e. becoming a competent language user or a competent language teacher) and also a sensory representation of the ways in which this goal can be achieved. While considering the transforming power of vision, this book explores both the students’ side and the teachers’ side of the matter. The authors explain that in order for classrooms to become truly conducive environments for the acquisition of a foreign/second language, a deep transformation of how they work needs to begin with teachers. Visionary language teachers have the power to emotionally infect their learners and thus stimulate their vision too: «the two [teacher and student] are inextricably linked because the former is needed for the latter to blossom» (p. 3).

Using a sample of 300 Arab teachers in Israel, we developed a model to analyze how school-based management directly and indirectly (through motivation) affects school effectiveness. The results show that there is a positive relationship between all dimensions of self-management (decision-making, resource and personnel management, availability of resources, and organizational structure) and school effectiveness. In addition, the results show full mediation between resource management, personnel and organizational structure, and school effectiveness through motivation. Theoretical contributions and managerial implications as well as directions for future research are presented.

Introduction: Motivation plays a central role in teachers’ instructional practices. Teaching quality and teacher effectiveness contribute positively to student achievement. In line with this, teachers face several tasks in their profession, and they exhibit various motivational levels consisting of different motivational constructs, such as intrinsic, introjected, identified, external motivation, and amotivation. Therefore, this study aims at revealing Turkish EFL teachers’ motivations towards the work tasks of class preparation, teaching, and evaluation of students, which all teachers have to conduct in their profession. Methods: To collect data, Work Tasks Motivation Scale for Teachers was used. The sample consisted of 1786 EFL teachers teaching throughout Turkey in all types of schools and locations across seven geographical regions. Results: The quantitative data revealed that motivational constructs vary according to the work tasks of class preparation, teaching, and evaluation...

A review of empirical studies on teacher motivation indicates decreasing levels of motivation among secondary school teachers ultimately leading to minimal achievements of the projected Kenya's Vision 2030. This study examined the school curriculum as a determinant of secondary school teacher motivation in Kenya in curriculum implementation. The research adopted a survey study design, adopting mixed methods research approach with an aim of fortifying and converging both quantitative and qualitative data. The respondents were sampled from 46 secondary schools located in Nyeri and Kirinyaga counties of Kenya. The findings of this study inform curriculum planners, education leadership and policy makers on the school curriculum as a core determinant of teacher motivation in secondary schools that influence curriculum implementation in Kenya.

The primary objective of the current study was to examine the effects of an intervention to promote preservice teachers’ sense of efficacy for teaching English language learners (ELL). Participants were undergraduates enrolled in either a “non-intervention” or “intervention” section of an educational psychology course. Results revealed that those receiving the invention had a higher sense of efficacy for instructing ELL students than those who did not, but that participants in both groups had a higher sense of efficacy for students in general than for ELL students specifically.

Quality education depends primarily on the quality of teachers. This is particularly true in the case of Science, Technology, Engineering, and Mathematics (STEM) education. Understanding the factors that motivate students and professionals to choose a teaching career in STEM is crucial in teacher recruitment, retention, and performance. It is for this reason that this study sought to determine the motivation to teach among Filipino engineering students as well as their perceptions about this profession. Fifty-seven engineering students answered a questionnaire adopted from Watt and Richardson's Factors Influencing Teaching Choice (FIT-Choice) Scale. Results suggest that top motivators include altruistic-intrinsic reasons such as the desire to make social contributions, help shape the future of children/adolescents, and promote social equity. Prior experiences in learning and teaching were also determined to be influential among the respondents. At the same time, the respondents also perceived teaching as a demanding task that requires high level of expertise. Low salaries and experiences of dissuasion from others were also noted as potential barriers to choosing teaching as a career. It is recommended that more comprehensive studies be done not only with engineering students but also with students of other STEM fields. It is hoped that more support and encouragement will be accorded to these prospective STEM educators by understanding their motivations in choosing and beliefs about teaching.

Ethiopia has been and still is in a political transition, since nearly five decades now. Recent political reforms spearheaded by the incumbent coalition party (EPRDF), is considerable watershed between the remote past and new dawn of multinational federalism in the early years of 1990s. With the 1995 FDRE Constitution, the country transited to the establishment of nine regional states and two city administrative governance levels. In modern life, societies are in dynamic process and constant change. Dynamic diversity is on the rise where police have a frequent heightened role in mediating inter-group conflicts. Since all security apparatuses, including the police force, had to operate in such diverse multicultural environment, there is a critical need to build multicultural competence taking into account the sensitivities surrounding policing services in such settings. As one of the main public institutions, the police also need to undergo reforms in a bid to provide services that meet such diverse multicultural settings.

Talking with policymakers about the importance of motivating and motivated teachers can sometimes be met with blank stares. In many instances, thinking about teacher motivation may seem a luxury that education systems can ill afford; and many education leaders have adopted a default mindset that teachers are-almost by nature-unmotivated. This article discusses teacher motivation-what it encompasses, why teacher motivation matters, and what educational systems can begin to do to address teacher motivation.

This study sort to find out the extent to which teachers were motivated to carry out teaching tasks given the low salaries and incentives they were being paid by the state. A survey design was used so as to widen the reach to teachers' views. Data were collected through self administered questionnaires distributed to 36 teachers. In addition, more data were generated through in-depth interviews with 10 school Heads. The study found out that: teachers were intrinsically motivated by their engagement in teaching and learning as well as seeing the children learn; parents were paying monetary incentives to the teachers; teachers were not motivated by the low monetary incentives they got from parents. The study, therefore, concluded that teachers were functioning more on intrinsic motivation deriving from the joy of engaging in teaching and learning as well as seeing the children learn. It is, therefore recommended that school leaders could maximise opportunity for intrinsic motivation through improving teaching and learning conditions. Also, Parents could add non monetary incentives in their attempt to improve current level of extrinsic satisfaction among teachers.

Following a qualitative research design, this study examines the motivation of Turkish EFL teachers working at state universities in Turkey. Purposeful sampling was used in the selection of participants and 20 teachers working at different universities participated in the study. The data were collected through semi-structured interviews and daily reflection entries. In the analysis of data, qualitative content analysis scheme of Creswell (2011) was used. The results revealed that teacher motivation is an inner driving force that is essential to sustain the profession for teachers. Students, administrative issues and workplace conditions were found to be the main factors that influence teacher motivation negatively or positively. Teachers also stated that better working conditions, a more sincere institutional atmosphere and more systematic administration would make them more motivated in their profession. Discussing the results in relation to the literature, this study offers several suggestions that would be helpful in increasing EFL teachers' motivation. ÖZET Nitel bir araştırma desenine sahip bu çalışmada Türkiye'deki devlet üniversitelerinde çalışan İngilizce öğretmenlerinin motivasyonu incelenmektedir. Araştırmaya farklı devlet üniversitelerinde çalışan 20 okutman katılmış ve katılımcıların belirlenmesinde amaçlı örnekleme kullanılmıştır. Yarı yapılandırılmış görüşme ve günlük yansıtıcı yazımlar ile toplanan veriler Creswell (2011)'in nitel içerik analizi şemasına bağlı olarak analiz edilmiştir. Elde edilen sonuçlar öğretmen motivasyonunun öğretmenler için mesleği devam ettirmek adına temel bir itici güç olduğunu ortaya çıkarmıştır. Ayrıca öğrencilerin, yönetimle alakalı konuların ve çalışma koşullarının öğretmen motivasyonunu olumlu ya da olumsuz etkileyen faktörler olduğu belirlenmiştir. Çalışmaya katılan öğretmenler daha iyi çalışma koşullarının, kurumlarında oluşturulacak daha samimi bir ortamın ve daha sistemli bir yönetim anlayışının onları mesleklerinde daha motive edeceğini belirtmişlerdir. Çalışmanın son bölümünde bu sonuçlar alanyazındaki çalışmalar eşliğinde tartışılmış ve İngilizce öğretmenlerinin motivasyonunu arttırmaya yardımcı olacak bazı öneriler getirilmiştir. Anahtar Sözcükler: Öğretmen motivasyonu, Türk İngilizce öğretmenleri, nitel araştırma 1 Okt., Afyon Kocatepe Üniversitesi, Yabancı Diller Yüksekokulu. [email protected]

How can African countries facilitate the growth of well-motivated teachers with the mind-set, attitudes, competencies and conditions to provide quality education?

This question is precisely the impetus behind the effort for developing a Teacher Support and Motivation Framework (TSMF) for Africa.

This publication is a critical review and analytical framework titled Teacher Support and Motivation Framework for Africa: Emerging Patterns. With this publication, we are widely disseminating the initial phase of its research project, now in its pilot stage, with the ultimate goal of developing a Teacher Support and Motivation Framework (TSMF) for Africa.

The aim of this report is to explore the level and nature of motivation of ESL teachers at a vocational college in Saudi Arabia (KSA). There is a basic premise that teaching is a profession that engenders or requires a high degree of intrinsic motivation, a sought after quality that may be eroded by extrinsic factors. However, the situation of teachers in KSA is unusual as the financial rewards are much greater than is usual and the number of extrinsic negative factors is likely to be greater.

After outlining my own teaching environment and elaborating on my reasons for choosing this topic, I shall look at existing research and opinion. Following a description of the methodology and a presentation / analysis of the results, some conclusions and recommendations shall be made. The findings shall be related to the institution where I work and also the wider world of ESL.

Research in L2 motivation has evolved since Gardner and Lambert introduced the socio- educational model and highlighted the importance of attitudes and affect to the SLA process. Though the field expanded focus, little work has been done into L2 teacher motivation; instead, most studies have focused on student attitudes and motivation. This paper highlights the need for research into teacher attitudes and L2 teacher motivation in the ESL/EFL classroom.

The aim of this study was to explore intrinsic and extrinsic motivations toward learning Spanish, French, and Mandarin as foreign languages. Also, this study investigates which are the main factors that influence the learners' motivation of the L2, focusing on two specific aspects within the classroom: the materials used in this learning process and the teacher's behaviors. A sample of 173 high school L2 students (9-12) was selected. The results showed that among the top 10 reasons that justified their L2 learning process, 6 were based on intrinsic factors and 4 on extrinsic ones. Also, these results showed that the most preferred materials by the students to learn are those related to audiovisual resources. Lastly, regarding the teachers' motivational practices, the results showed that learners value as the most important motivational factors some teacher's personality traits.

Based on Self-determination theory, a mixed method design was used to explore 218 teachers' motivation and intentions regarding participation in training and teaching of an innovative academic subject (i.e., Research Project). Structural equation modeling revealed that autonomous motivation positively predicted teacher intentions to participate in relevant training and to implement innovation in the future, while controlled motivation did not. The findings imply that policy makers should encourage strategies that foster teacher autonomous motivation for promoting successful implementations of educational innovations.

Teacher motivation is an integral part of the success of the teaching and learning processes. The purpose of this study was to establish the factors underlying teacher recruitment, motivation and retention within a rural context. A case study design was employed as a methodology for the study. The collected data was analysed by establishing themes and emerging categories. The study established that teachers at rural schools were motivated by crucial work-related factors which were both intrinsic and extrinsic in nature. Employment opportunities, family background, leadership, rural environment and support services were some of the major factors motivating teacher to be recruited and retained with rural school teaching. The study recommended that school leaders should acquire a holistic understanding of the diverse factors motivating teachers, so that they can nurture these factors and motivate teachers appropriately. This will ensure that rural schools remains with motivated teaching personnel for improved performance.

Teacher motivation is essential for quality teaching. There are motivation measurement mechanisms devised by researchers and used in education in general and particularly in English language teaching. The presented research aims to create an effective mechanism of defining motivated, less motivated and demotivated English teachers. Using both qualitative and quantitative approaches, a survey triangle of English as foreign/second language teachers, of administration/supervisors and of L2 learners is suggested. Ten university English teachers at a large private university in Iraq were surveyed, using a questionnaire in order to reveal their level of motivation. Each statement/question in the survey was based on the postulates of different researchers, mainly psychologists, concerning human motivation. L2 learners were asked to � ll in the questionnaires concerning their teachers' successful teaching practices and commented on the teachers' behavior in and outside the classroom. The research outcomes validated the suggested survey model for detecting motivated vs. demotivated English teachers. During the study many assumptions about teacher motivation were reexamined and confirmed. The research results are reflected in recommendations for administration in educational institutions and for English teachers concerning various issues of motivation. Hopefully, the article will contribute to better teaching/learning practices by means of enhancing English teachers' motivation.

In order to offer a picture of the construct of language teacher motivation, this paper is subdivided into two main sections. In the first part, the main framework for exploring this specific construct is presented and, considering it as mostly social, insights have been drawn from Atkinson's sociocognitive approach, from complexity theory and from theories of mediation. In the second part, the teacher's mind is investigated and the scaffolding for its description is provided by the triadic distinction between cognition, affect and motivation.

There are many buzzwords flying in the field of education that promise to revolutionize teaching and learning. Some of the most exciting and prominent involve the concepts of standards based classrooms and mastery learning (Guskey, 1996). This research focused on the implementation of a mastery learning/standards-based pedagogical paradigm in an upper level foreign language classroom. Of particular interest was how the underlying tenets of this approach allow for explicit and open communication with students about end goals of the course and the opportunity to re-attempt assessments. This action research attempted to determine if this method would influence student self-efficacy and motivation. Results showed that students had improved ownership of the course and higher achievement. Teacher survey data demonstrated a favorable perception. Conclusions can be made that this is a promising framework to use in foreign language classroom to help students as they move towards fluency. ðə dʒərnəl əv laeŋgwədʒ titʃɪŋ aend lərnɪŋ J L T L dɛdəketəd tu haj kwɑləti risərtʃ ɪn əplayd lɪŋgwɪstɪks

The study sought to determine the impact of teacher characteristics on performance in secondary school science subjects in Eldoret Municipality in Kenya. Stratified random sampling was used to draw a sample of 14 head teachers, 49 teachers and 289 form three students. Stratification was based on the schools’ performance in KCSE science subjects for the period 2001-2005 to obtain 7 low performing and 7 high performing schools. The purpose of the study was to find out the influence of teacher factors of: age, motivation, experience, competence, and methods of teaching on performance in sciences. The study was significant as performance in science subjects has been poor for a long time in Eldoret Municipality. Most students’ score below grade C- in science hence do not proceed to do science–based careers. Data was collected using questionnaires. Descriptive statistics were used to analyse and summarise the data. T-test was used to test for significant differences between means of low performing and high performing schools. Correlation was used to show relationships between performance and the research variables. The findings showed that the impact of competence and motivation of teacher as well as teaching method was significant but other factors such as attitude, qualifications and experience of teacher were not significant.

The purpose of this research was to investigate the patterns of relationships between teachers' achievement goals, self-determined motivation and intentions to get involved with work-tasks promoting educational innovations. Participants were (a) 276 teachers who were involved in training to implement innovation, divided according to the condition of their recruitment (i.e., optional, n = 191 vs. mandatory, n = 85; Study 1); and (b) 140 teachers who implemented innovation (Study 2). Structural equation modeling revealed that: (a) in Study 1 only mastery goal predicted autonomous motivation, while performance avoidance goal predicted teachers' controlled motivation to participate in training and these patterns were invariant across conditions, (b) in Study 2 only mastery goal had an indirect effect on intentions to implement innovation, and this relationship was fully mediated by autonomous motivation, while only performance approach goal predicted controlled motivation. It is suggested that teachers' mastery goals and autonomous motivation should be targeted to foster teachers' optimal engagement with educational innovations.

This study explores the effects of the shift to emergency remote teaching (ERT) on teachers' levels of well-being, emotions, and motivation. A total of 936 Spanish teachers participated in this nationwide survey from all educational levels, thus allowing comparison among levels, which is a novelty and strength of our study. Four aspects were explored: (1) instructional adaptation to ERT; (2) well-being changes and the main challenges in this regard; (3) changes in emotions; and (4) changes in motivation and the main factors. Importantly, we explored a number of teacher characteristics (e.g., gender, age) for the three last aspects. Our results show that teachers felt the impact of ERT on their well-being, emotions, and motivation. Additionally, female teachers, teachers with students of low socioeconomic status (SES), in public schools, and primary and secondary teachers were the most affected groups. This indicates that the impact of ERT differed and some populations of teachers are more at risk of suffering burnout because of ERT.

Language teacher motivation research has recently been foregrounded due to the significant role played by language teachers in the age of globalization. Previous studies of language teacher motivation have investigated a number of major relevant issues though adopting a rather descriptive approach and often without being based on a firm theoretical basis. The present chapter contributes to growing body of related literature and exemplifies the application of language teachers' possible selves framework and Activity Theory in the examination of language teacher motivation. to that end, semi-structured interviews and a motivational timeline drawing task were used to collect data from two Iranian in-service language teachers working in the state sector. The data were, subsequently, analyzed following the three steps of open, axial, and selective coding. The results indicated that language teachers' visions of their future selves were helpful in sustaining motivation provided that such visions were comprehensive in terms of their components, met a number of full-functioning conditions, and were accompanied by agentive actions. Accordingly, some implications for language teacher education are proposed including raising language teachers' awareness of the motivational force of vision and encouraging language teachers to develop professional support networks. Finally, future researchers are invited to join in an effort to develop an integrated theory of motivation specifically tailored to language teacher motivation research.

Activity Theory in Education: Research and Practice is a collection of eleven papers on the application
of Activity Theory (AT) to investigate the what and how of developments(s) in education. The
articles are characterized by their wide geographical scope and variable educational themes. The
Foreword, by Yrjӧ Engestrӧm, describes the volume as “such a much needed collection of practical experiences, theoretical insights and empirical research findings on the use of Activity Theory in educational settings” (p. vii). Then, Marilyn Fleer’s Introduction to the volume specifies that studies categorized under AT research have a number of characteristics in common. These include focusing on transitions caused by tensions/contradictions, adopting a holistic approach to research, emphasizing historical developments to capture dynamic motions across time and generation, ensuring theoretical robustness in data collection and interpretation, and admitting the role of the researcher in providing insights into the process of development. Careful scrutiny of the papers, organized around four sections, shows that these features have served as the selection criteria for the articles included in the volume.

The contemporary political, economic and social metamorphosis that inevitably will lead to a rise in special educational needs during the post-Covid phase, directly influence educational policies and lead to reflect on new factors in the implementation of training courses for learning support teachers. Studies highlight that teacher education promotes the acquisition of knowledge and intervenes in the motivation of the future teacher, important elements to react in a resilient and sustainable manner to the unpredictability of future scenarios. On the basis of these preconditions, the present work aims at validating the FIT-CHOICE scale and detecting the factors that may influence the motivation to undertake the career as a support teacher. The Confirmatory Factor Analysis of the Italian version of the scale showed good psychometric capabilities both for detecting factors that affect motivation to become a teacher and for further comparative investigation with other tools.



La motivazione e la formazione dei futuri docenti di sostegno in uno scenario post-pandemico
L’attuale metamorfosi politica, economica e sociale e i bisogni educativi che emergeranno nella fase post-Covid porteranno inevitabilmente a ripensare le politiche educative e a considerare nuovi fattori nell’implementazione dei percorsi di formazione per i docenti specializzati. In letteratura, si evidenzia come la formazione favorisca l’acquisizione di conoscenze e intervenga sulla motivazione del futuro docente, elementi importanti per re-agire in modo resiliente e sostenibile all’imprevedibilità degli scenari futuri. Partendo da tali premesse, il presente lavoro si pone l’obiettivo di validare la scala FIT-CHOICE volta a rilevare i fattori che incidono sulla motivazione a intraprendere la professione del docente di sostegno. Dall’Analisi Fattoriale Confermativa, la versione italiana della scala ha mostrato buone capacità psicometriche sia per rilevare i fattori che incidono sulla motivazione sia per ulteriori indagini comparative che prevedono l’utilizzo di altri strumenti.

The educational institutions in many countries are faced with the major problem of teacher burnout causing high rates of attrition and absenteeism. There is widespread agreement among researchers that teacher burnout can effectively be countered through emphasis on teacher motivation. The Author, an English language teacher, carried out a 2-year qualitative research focusing on how to cope with potential burnout conditions. As shown in this article, the Author experienced personally how teacher burnout can be prevented through a mutually reinforcing cycle of teacher and student motivation activated by the implementation of a Postmethod emotion-focused pedagogical framework. In this picture the emphasis on the quality of life in the English classroom proved essential.

Against the backdrop of the dismal performance of a number of South African high Schools in recent years, this study investigates the relationship between poor performance of learners and teacher motivation in selected high schools in the Western Cape Province of South Africa. Adopting an exploratory approach, a random sample of 279 educators was drawn from the database of the poorly performing high schools as provided by the Western Cape Department of Education. Using closed and open-ended questions, a survey questionnaire was utilized to collect data. The Statistical Package for the Social Sciences (SPSS version 21) was utilised to analyse the data. A number of descriptive statistical tests including Chi Square, and Spearman’s correlation were conducted on the data. The results suggest that highly motivated educators experience job satisfaction; and also perform better than their poorly motivated counterparts. In terms of motivation, the results further suggest that a mix of intri...

Introduction: Motivation plays a central role in teachers' instructional practices. Teaching quality and teacher effectiveness contribute positively to student achievement. In line with this, teachers face several tasks in their profession, and they exhibit various motivational levels consisting of different motivational constructs, such as intrinsic, introjected, identified, external motivation, and amotivation. Therefore, this study aims at revealing Turkish EFL teachers' motivations towards the work tasks of class preparation, teaching, and evaluation of students, which all teachers have to conduct in their profession. Methods: To collect data, Work Tasks Motivation Scale for Teachers was used. The sample consisted of 1786 EFL teachers teaching throughout Turkey in all types of schools and locations across seven geographical regions. Results: The quantitative data revealed that motivational constructs vary according to the work tasks of class preparation, teaching, and evaluation of students indicating that teacher motivation has a multifaceted nature and is a non-uniform construct. Discussion: The results indicated that Turkish EFL teachers did not value the task of classroom preparation, while the task of evaluation of students seemed to be valued. Gender-based differences also indicated that female teachers had higher amotivation and external regulation levels towards classroom preparation and teaching despite their higher levels of intrinsic motivation towards evaluation of students. In addition, considering age variable, the younger group of EFL teachers were found to be more intrinsically motivated towards teaching and evaluation of students compared to the older groups while being more amotivated towards the task of classroom preparation.

The problem sentence of this study is “What are the perceptions of teachers regarding their sources of motivation?” The descriptive research method was used in this study. Stratified sampling was applied to the overall research population of 3,063 teachers in North Cyprus, which resulted in a research sample of to a 341 teachers. A Motivational Sources Scale, prepared by the researchers, was used as the data collection tool in the research. The teachers who participated in
this study stated that both intrinsic and extrinsic motivations are “highly” important for them. In particular, it was observed that they consider intrinsic motivation to be more important than extrinsic motivation. As a suggestion for future teacher training, it is important to determine intrinsic motivation sources and therefore how to motivate teachers more deliberately and systematically. Furthermore, the extrinsic motivation sources that are problematic can be determined, as they affect teachers negatively and should be specified and eradicated.

As a novel concept in teacher psychology, language teacher immunity is a strong indicator of how teachers thrive or survive in the face of adversity. Research on language teacher immunity is still in its nascent stage, and the present qualitative study tries to fill the gap in the existing literature. This study aimed to investigate the possible sources of immunity among Iranian EFL teachers, the impact immunity may have on teachers’ classroom practices, and intervention strategies EFL teachers suggested to influence the development of immunity. Based on interviews with 13 seasoned high school EFL teachers, we found that four main stressors, namely, personal-level, school-level, organization-based, and sociocultural stressors, were the sources of maladaptive immunity development. The only cause for the development of positive immunity in EFL teachers was altruistic motivation. It was further found that those EFL teachers with positive immunity kept functioning effectively in their c...

Job satisfaction remains until this date a prominent factor that managers seek in their employees to ensure the organization’s productivity and success. It has extensively drawn the attention of researchers in the  educational field to inform policymakers and school leaders of its impact on teachers’ motivation, commitment, stress, retention, and burnout levels. The aim of this study is twofold. First, it will investigate teachers’ job satisfaction level in Lebanon, and second, it will look at their perceptions of their principals’ self-efficacy levels. A total of 133 Teachers Job Satisfaction Questionnaires (TJSQ) were collected from 6 private and 6 public K-12 schools to measure teachers’ perceptions about the factors that are mostly correlated with their job satisfaction levels. Despite that, overall means of intrinsic factors were higher than extrinsic factors, correla- tion analysis revealed that extrinsic factors (i.e., working conditions and professional development) were more associated with teachers’ job fulfill- ment. Findings from this study support the literature indicating that when teachers’ extrinsic needs are fulfilled in less developed countries, they will uplift their job satisfaction level. Further implications for research and practice are also discussed.

As a novel concept in teacher psychology, language teacher immunity is a strong indicator of how teachers thrive or survive in the face of adversity. Research on language teacher immunity is still in its nascent stage, and the present qualitative study tries to fill the gap in the existing literature. This study aimed to investigate the possible sources of immunity among Iranian EFL teachers, the impact immunity may have on teachers’ classroom practices, and intervention strategies EFL teachers suggested to influence the development of immunity. Based on interviews with 13 seasoned high school EFL teachers, we found that four main stressors, namely, personal-level, school-level, organization-based, and sociocultural stressors, were the sources of maladaptive immunity development. The only cause for the development of positive immunity in EFL teachers was altruistic motivation. It was further found that those EFL teachers with positive immunity kept functioning effectively in their classrooms, whereas teachers with maladaptive immunity set into a state of indifference towards their students and complacency without exercising agency. These teachers had surrendered in the face of a multitude of adversities they faced during their professional life. The findings also indicated that in order to influence the development of immunity formation process to gear it towards an adaptive one, teachers’ economic situation should be improved by increasing their salaries, praising and appreciating their efforts, organizing practical in-service teacher training courses, and supporting them at schools by principals and other educational authorities.

Despite the common association between authenticity and motivation in language learning, there does not currently exist a single volume exploring these connections. This book looks at the relationship between authenticity and motivation by specifically viewing the process of mutually validating the act of learning as social authentication, which in turn can often lead to positive motivational syn-ergy between students and teacher(s). The study at the centre of this book uses autoethnography and practitioner research to examine the complex relationship between authenticity and motivation in the foreign language learning classroom. In particular, it traces the links between student and teacher motivation, and proposes that authenticity can act as a bridge to connect learners to the classroom environment and engage with the activity of learning. Richard Pinner is a language teacher and associate professor at Sophia University in Tokyo. He holds a PhD in ELT and Applied Linguistics and has published several articles on language teaching, most recently in Language Teaching Research, English Today, and Applied Linguistics Review.