Search results for: Teacher motivation
Page 3/5 43 items
This study explores the job satisfaction and career development of beginning teachers in Hong Kong at a time of education reform. The authors are interested to understand teachers’ reasons for joining the profession, and how their personal goals interact with the teaching environment to shape job satisfaction. The participants were eleven graduates from the Post-graduate Diploma of Education (PGDE) Primary Programme of the Hong Kong Institute of Education in 2007. The findings reveal that the school environment was found to be more determinative of teachers’ satisfaction and their initial teaching orientation. The authors suggest that teachers’ level of job satisfaction may be improved through systematically reducing their non-teaching workload by a generous increase in the number of supporting staff in schools.
Updated: Dec. 17, 2013
The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers
This article reports on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. Results can be used individually or collectively to facilitate cooperating teacher professional development by providing the opportunity for dialog around a set of common issues.
Updated: Nov. 20, 2013
Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning
The authors are a group of English-as-a-foreign-language teachers at a secondary school in Argentina. The authors decided in 2011 to investigate their teaching practices through collaborative action research so as to improve their students’ learning opportunities and thus revitalise English-language teaching in their context. This report particularly focuses on the evaluation facets of their collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.
Updated: Aug. 27, 2013
Becoming a VET Teacher as a Second Career: Investigating the Determinants of Career Choice and their Relation to Perceptions about Prior Occupation
The authors examine the factors influencing the choice of a second career as a vocational education and training (VET) teacher in Switzerland. The results provide an examination of validity of the FIT-Choice scale in a new context, a picture of the determinants of VET teachers' career choice, and an analysis of the relations between perceptions of prior occupations and these determinants, controlling for individual characteristics.
Updated: Jun. 05, 2013
Fostering Pre-service Teachers’ Self-Determined Environmental Motivation Through Green Chemistry Experiments
This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers’ environmental motivation. Two comparable groups of pre-service teachers participated in this study. Posttest results indicate that there is significant difference between both the groups for intrinsic motivation, integration, identification, and introjections scales and no differences for external regulation and amotivation scales.
Updated: Feb. 27, 2013
This paper focuses on the teaching profession against the background of educationalisation in the Netherlands. This research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission.
Updated: Nov. 27, 2012
In this article, the authors examine how experiences during teacher education affect student teachers’ decision on job entrance. The authors examined case studies of 12 student teachers: six student teachers who indicated a major increase in intention to enter teaching and six who indicated a major decrease. The data revealed that guidance, support, follow-up, and feedback on field experiences are crucial determinants of student teachers who indicated a major shift in their intention for job entrance.
Updated: Aug. 27, 2012
Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion
The current study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.
Updated: Jun. 27, 2012
Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry
In this article, the authors describe the strategic response of one teacher education program to the challenges of implementing a set of new high-stakes state teaching performance assessment policies. These state policy mandates were perceived by faculty and staff to intrude strongly on the integrity of local program values and practices. In a strategic effort to negotiate the tension between these perceptions and the institutional necessity of implementing the new policies, the authors developed an approach to policy implementation aimed at shifting the discourse of implementation from a focus on compliance to a focus on inquiry.
Updated: Feb. 29, 2012
The current paper presents the findings from the third study in a longitudinal research project examining newly qualified teachers’ (NQTs) motivation for teaching and how they retrospectively value their teacher education. The results indicate that teachers are motivated both by working with their subject matter and by teaching. However, this study reveals a high rate of attrition, with 40 percent having left the profession.
Updated: Dec. 29, 2011