Key Motivational Factors Affecting Teachers’ Long-Term Engagement in School Projects

• Authors: Lenka Vojáčková

Abstracts

EN

The article discusses the factors that support the motivation of teachers to implement school projects. Based on Self-Determination theory (Deci & Ryan, 1985, 2000), we present specific factors that influence and stimulate the motivation of teachers with regard to the perception of autonomy or control. What is essential for autonomous motivation is the satisfaction of basic psychological needs (autonomy, competence), whereas external incentives have an impact on controlled types of motivation. The results also point to important motivational factors underlying participation in school projects, that is, the perception of the personal significance and meaningfulness of the project.

Keywords

EN

motivation; teacher; self-determination; project

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2020
• Volume: 59
• Pages: 24-34

Dates

published

2020

Contributors

author

Lenka Vojáčková

• Masaryk University

References

• Deci, E.L. & Ryan, R.M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
• Deci, E.L. & Ryan, R.M. (2006a,b,c). Basic psychological needs scale. Intrinsic motivation inventory. The self-regulation questionnaires. http://selfdeterminationtheory.org/
• Elliott, E.S. & Dweck, C.S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
• Gräsel, C., Fussangel, K., et al. (2006). Lerngemeinschaften in der Lehrerfortbildung. [Learning communities in teacher training]. Zeitschriftfür Erziehungswissenschaft. 9, (4), 545-561.
• Heckhausen, H., & Heckhausen, J. (2006). Motivation und Handeln. [Motivation and action]. Springer-Verlag Berlin Heidelberg. 3. Auflage.
• Heckhausen, H., & Rheinberg, F. (1980). Lernmotivation im Unterricht, erneut betrachtet. [Motivation to learn in the classroom, dealt with in a new way]. Unterrichtswissenschaft, 8, 7-47.
• Chambers, B., & Callaway, P. (2008). High and low implementers of content literacy instruction: Portraits of teacher efficacy. Teaching and Teacher Education 24(7), 1739-1750.
• Janík, T., & Koubek. P. (2015). Výzkumy subjektivních teorií učitelů v kontextu profesního rozvoje: přehledová studie. [Research on teachers’ subjective theories in the context of professional development: a review]. Studia paedagogica, 20 (3), 47-67. DOI: 10.5817/SP2015-3-4.
• Jäger, M. (2004). Transfer in Schulentwicklungsprojekten. [Transfer in school development projects]. Wiesbaden: Verlag für Sozialwissenschaften.
• Krapp A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education. Vol. XlV, n. l., 23-40.
• Paulík, K. (2014). Psychologické souvislosti pracovní smysluplnosti. [Psychological context of work meaningfulness]. Psychologie a její kontexty, 5 (2), 3-15.
• Prenzel, M., Krapp, A., & Schiefele,H. (1986). Main aspects of an educational theory of interest. Zeitschriftfuer Paedagogik (Heft2).
• Quinn, P. (1997). Teacher professionalization and teacher commitment: A multilevel analysis. National Center for Education Statistics 97 (069). Washington, DC: U.S. Department of Education.
• Rheinberg, F. (2004). Motivation. Stuttgart: W. Kohlhammer Verlag.
• Schellenbach-Zell, J. (2009). Motivation und Volition von Lehrkräften in Schulinnovationsprojekten. [Motivation and volition of teachers in school innovation projects]. [http:// nbn-resolving.de/urn/resolver.pl?urn=urn%3Anbn%3Ade%3Ahbz%3A468-20090756]
• Schellenbach-Zell, J., & Gräsel, C. (2010). Teacher motivation for participating in school innovations - supporting factors. Journal for Educational Research Online. Journal für Bildungsforschung Online. Volume 2, 34-54.
• Steger, M.F., Dik, B.J., & Duffy, R.D. (2012). Measuring meaningful work: The Work and
• Meaning Inventory (WAMI). Journal of Career Assessment, 20, 322-337.
• Wayne, A.J., & Young, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.
• White, R.W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66 (5), 297-333.

Identifiers

DOI

10.15804/tner.20.59.1.02

Biblioteka Nauki

1963519