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Teacher Motivation Based on Gender, Tenure and Level of Education

100%
Triyanto, Handayani R. a. D.
The New Educational Review
|
2016
|
vol. 45
199-209
EN
Teacher motivation plays an important role in the success of education, which is influenced by many factors. Therefore, this article examines how gender, tenure, and level of education influence teacher motivation. Data were collected with the use of questionnaires of 135 Indonesian teacher respondents, in-dept interviews, and observations. Numeric data were analyzed by means of Statistical Package for the Social Sciences (SPSS analysis). The research showed that male teachers are more motivated than female teachers. Junior teachers have a higher motivation than senior teachers. Teachers with a bachelor’s degree are more motivated than teachers with a master’s degree.
2
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Development and application of the measures of school value, teacher autonomy, and teacher motivation

100%
Wu S. M.
The New Educational Review
|
2015
|
vol. 39
240-250
EN
Psychometrically sound and practical measures of school value, teacher autonomy, and teacher motivation were developed. Further, this study examined relationships among school value, teacher autonomy, and teacher motivation and compared the differences between elementary and secondary school teachers in those variables. Findings showed that those measures are reliable and valid. Also, elementary school teachers scored higher in those three variables than secondary school teachers. Particularly, school value and teacher autonomy were significant predictors of teacher motivation. The implication for school organization is to enhance positive school value and provide teachers with more autonomy, which will encourage teacher motivation.
3
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EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales

88%
Sampson R. J.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 2
293-318
EN
This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with “theoretical comparison” (Corbin & Strauss, 2008) to understand teacher motivation from a “person-in-context relational view” (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences “external” to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.
4
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EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales

88%
Sampson R. J.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 2
293-318
EN
This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with “theoretical comparison” (Corbin & Strauss, 2008) to understand teacher motivation from a “person-in-context relational view” (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences “external” to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.
5
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Przyczyny niezadowolenia nauczycieli edukacji przedszkolnej z warunków pracy

65%
Mária Pisoňová M. P.
Studia Edukacyjne
|
2016
|
issue 41
403-424
PL
This article focuses on the identification of causes of discontent of teachers with conditions of performance of the teaching profession within kindergartens. The aim of this study is to clarify the characteristics and specific factors causing discontent of teachers within pre-primary schools. The article provides an analysis of key terms, it synthesizes and evaluates the results of research carried out in the Slovak Republic and abroad. In the empirical part, the author focuses on the identification of causes of discontent with conditions of work in public kindergartens in Slovakia. The results of the survey are a descriptive interpretation of specific causes that hamper the effective work of the teaching staff. The end of the article proposes to implement specific practical recommendations, aimed mainly at strengthening the communication skills of teachers of pre-primary education, as well as directors of kindergartens.
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