Teachers’ motivation for teaching in higher education: Portuguese validation of a questionnaire
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/77478 |
Resumo: | Motivation for teaching is key in the establishment and further development of high-quality higher education, as it affects teachers’ investment in quality learning experiences for their students, as well as institutional efficacy and well-being. This study aimed to validate a questionnaire, originally developed in Belgium, designed to evaluate three dimensions (self-efficacy, interest, and effort) of intrinsic motivation for teaching for a different national population. The sample consisted of 616 academics working in public higher education institutions in Portugal. Confirmatory factor analysis was conducted and internal consistency of items analyzed. The results show that the original dimensionality of the construct is confirmed in the Portuguese teachers’ sample. Motivation for teaching in the Portuguese context is primarily explained by the following factors: personal efficacy, interest in the task, and effort placed on teaching responsibilities. A difference was found in that personal efficacy could not be divided in context and general personal efficacy. |
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Teachers’ motivation for teaching in higher education: Portuguese validation of a questionnaireMotivação dos professores para o ensino na educação superior: Validação Portuguesa de um questionárioIntrinsic motivationTeachersHigher educationMotivação intrínsecaProfessoresEnsino superiorMotivation for teaching is key in the establishment and further development of high-quality higher education, as it affects teachers’ investment in quality learning experiences for their students, as well as institutional efficacy and well-being. This study aimed to validate a questionnaire, originally developed in Belgium, designed to evaluate three dimensions (self-efficacy, interest, and effort) of intrinsic motivation for teaching for a different national population. The sample consisted of 616 academics working in public higher education institutions in Portugal. Confirmatory factor analysis was conducted and internal consistency of items analyzed. The results show that the original dimensionality of the construct is confirmed in the Portuguese teachers’ sample. Motivation for teaching in the Portuguese context is primarily explained by the following factors: personal efficacy, interest in the task, and effort placed on teaching responsibilities. A difference was found in that personal efficacy could not be divided in context and general personal efficacy.A motivação para ensinar é fundamental para o desenvolvimento de ensino superior de qualidade, pois determina o investimento dos professores em experiências de aprendizagem de qualidade para os seus estudantes, bem como a eficácia e bem-estar institucionais. O estudo teve por objetivo a validação de um questionário, originalmente desenvolvido na Bélgica, destinado a avaliar três dimensões (autoeficácia, interesse e esforço) sobre motivação intrínseca para ensinar, para uma população nacional distinta. A amostra é composta por 616 acadêmicos que trabalham em instituições públicas de ensino superior em Portugal. Realizou-se a análise fatorial confirmatória e analisou-se a consistência interna dos itens para cada uma das dimensões avaliadas. Os resultados mostram que a dimensionalidade original do constructo é confirmada na amostra portuguesa, sendo a motivação para o ensino explicada principalmente pelos seguintes fatores: eficácia pessoal, interesse pelo trabalho e esforço nas responsabilidades de ensino. Não foram encontradas diferenças entre eficácia pessoal geral e eficácia pessoal contextual.(undefined)Universidade do MinhoAlmeida, Leandro S.Moreira, Maria AlfredoCaldeira, Suzana NunesSoares, Sara MedeirosHattum-Janssen, Natascha vanVisser-Wijnveen, Gerda J.20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/77478engAlmeida, L. S. et al. (2021). Teachers’ Motivation for Teaching in Higher Education: Portuguese validation of a questionnaire. Paidéia (Ribeirão Preto), 31,1-110103-863X10.1590/1982-4327e3104info: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:RCAAP2023-07-21T12:25:01Zoai:repositorium.sdum.uminho.pt:1822/77478Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:19:12.221674Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Teachers’ motivation for teaching in higher education: Portuguese validation of a questionnaire Motivação dos professores para o ensino na educação superior: Validação Portuguesa de um questionário |
title |
Teachers’ motivation for teaching in higher education: Portuguese validation of a questionnaire |
spellingShingle |
Teachers’ motivation for teaching in higher education: Portuguese validation of a questionnaire Almeida, Leandro S. Intrinsic motivation Teachers Higher education Motivação intrínseca Professores Ensino superior |
title_short |
Teachers’ motivation for teaching in higher education: Portuguese validation of a questionnaire |
title_full |
Teachers’ motivation for teaching in higher education: Portuguese validation of a questionnaire |
title_fullStr |
Teachers’ motivation for teaching in higher education: Portuguese validation of a questionnaire |
title_full_unstemmed |
Teachers’ motivation for teaching in higher education: Portuguese validation of a questionnaire |
title_sort |
Teachers’ motivation for teaching in higher education: Portuguese validation of a questionnaire |
author |
Almeida, Leandro S. |
author_facet |
Almeida, Leandro S. Moreira, Maria Alfredo Caldeira, Suzana Nunes Soares, Sara Medeiros Hattum-Janssen, Natascha van Visser-Wijnveen, Gerda J. |
author_role |
author |
author2 |
Moreira, Maria Alfredo Caldeira, Suzana Nunes Soares, Sara Medeiros Hattum-Janssen, Natascha van Visser-Wijnveen, Gerda J. |
author2_role |
author author author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Almeida, Leandro S. Moreira, Maria Alfredo Caldeira, Suzana Nunes Soares, Sara Medeiros Hattum-Janssen, Natascha van Visser-Wijnveen, Gerda J. |
dc.subject.por.fl_str_mv |
Intrinsic motivation Teachers Higher education Motivação intrínseca Professores Ensino superior |
topic |
Intrinsic motivation Teachers Higher education Motivação intrínseca Professores Ensino superior |
description |
Motivation for teaching is key in the establishment and further development of high-quality higher education, as it affects teachers’ investment in quality learning experiences for their students, as well as institutional efficacy and well-being. This study aimed to validate a questionnaire, originally developed in Belgium, designed to evaluate three dimensions (self-efficacy, interest, and effort) of intrinsic motivation for teaching for a different national population. The sample consisted of 616 academics working in public higher education institutions in Portugal. Confirmatory factor analysis was conducted and internal consistency of items analyzed. The results show that the original dimensionality of the construct is confirmed in the Portuguese teachers’ sample. Motivation for teaching in the Portuguese context is primarily explained by the following factors: personal efficacy, interest in the task, and effort placed on teaching responsibilities. A difference was found in that personal efficacy could not be divided in context and general personal efficacy. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021 2021-01-01T00:00:00Z |
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 |
https://hdl.handle.net/1822/77478 |
url |
https://hdl.handle.net/1822/77478 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Almeida, L. S. et al. (2021). Teachers’ Motivation for Teaching in Higher Education: Portuguese validation of a questionnaire. Paidéia (Ribeirão Preto), 31,1-11 0103-863X 10.1590/1982-4327e3104 |
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.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 |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799132650055663616 |