A carregar...
Publicação
An integrated model for the study of teacher motivation
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 403.23 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Recent studies show that teachers suffer more than other professional groups
from the occupational lack of motivation. A global understanding of teacher
motivation requires an adequate framework for its study. The main goal of
the current research was to propose and test a model of teacher motivation
that integrates constructs from several cognitive-motivational theories. This
integrative model starts from the perspectives of Expectancy-Value and Learned
Helplessness but overcomes some of the limitations of each. The participants
were 272 elementary and secondary teachers in Portugal. They responded to a series of inventories designed to measure their expectancies of control,
success and efficacy, attributions, intrinsic motivation and perceived goal
value levels, and how these interact to influence professional engagement (the
model’s exogenous variable). Analyses of path coefficients and the variance of
endogenous variables support the proposed integrated model and suggest
strategies for teacher education that may increase teacher motivation.
Descrição
Palavras-chave
Teacher Motivation