An integrated model for the study of teacher motivation
Autor(a) principal: | |
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Data de Publicação: | 2005 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.1/1871 |
Resumo: | 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. |
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An integrated model for the study of teacher motivationTeacherMotivationRecent 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.John Wiley & SonsSapientiaJesus, SaúlLens, Willy2012-11-23T11:17:10Z20052005-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.1/1871engAUT: SNJ01266;info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-24T10:12:55ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
An integrated model for the study of teacher motivation |
title |
An integrated model for the study of teacher motivation |
spellingShingle |
An integrated model for the study of teacher motivation Jesus, Saúl Teacher Motivation |
title_short |
An integrated model for the study of teacher motivation |
title_full |
An integrated model for the study of teacher motivation |
title_fullStr |
An integrated model for the study of teacher motivation |
title_full_unstemmed |
An integrated model for the study of teacher motivation |
title_sort |
An integrated model for the study of teacher motivation |
author |
Jesus, Saúl |
author_facet |
Jesus, Saúl Lens, Willy |
author_role |
author |
author2 |
Lens, Willy |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Sapientia |
dc.contributor.author.fl_str_mv |
Jesus, Saúl Lens, Willy |
dc.subject.por.fl_str_mv |
Teacher Motivation |
topic |
Teacher Motivation |
description |
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. |
publishDate |
2005 |
dc.date.none.fl_str_mv |
2005 2005-01-01T00:00:00Z 2012-11-23T11:17:10Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.1/1871 |
url |
http://hdl.handle.net/10400.1/1871 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
AUT: SNJ01266; |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
John Wiley & Sons |
publisher.none.fl_str_mv |
John Wiley & Sons |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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1777303884137496576 |