Teachers’ Motivation for Teaching in Higher Education : Portuguese Validation of a Questionnaire

Detalhes bibliográficos
Autor(a) principal: Almeida, Leandro S.
Data de Publicação: 2021
Outros Autores: Moreira, Maria Alfredo, Caldeira, Suzana Nunes, Soares, Sara Medeiros, Hattum-Janssen, Natascha van, Visser-Wihnveen, Gerda
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.3/5908
Resumo: ABSTRACT: 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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spelling Teachers’ Motivation for Teaching in Higher Education : Portuguese Validation of a QuestionnaireMotivação dos Professores para o Ensino na Educação Superior : Validação Portuguesa de um QuestionárioMotivación de los Profesores para la Enseñanza en la Educación Superior : Validación Portuguesa de un CuestionarioIntrinsic MotivationTeachersHigher EducationMotivação IntrínsecaProfessoresEnsino SuperiorMotivación IntrínsecaProfesoresEducación SuperiorABSTRACT: 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.RESUMO: 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.RESUMEN: La motivación para la enseñanza es clave en el desarrollo de una educación superior de calidad, porque determina la inversión de los profesores en experiencias de aprendizaje de calidad para sus estudiantes, así como la eficacia institucional y el bienestar. El estudio tuvo como objetivo validar un cuestionario, desarrollado originalmente en Bélgica, destinado a evaluar tres dimensiones (autoeficacia, interés y esfuerzo) sobre la motivación intrínseca para la docencia, en una población nacional distinta. La muestra consistió en 616 académicos que trabajan en instituciones públicas de educación superior en Portugal. Se realizó un análisis factorial confirmatorio y se analizó la consistencia interna de los ítems por dimensión. La dimensionalidad original del constructo se confirma en la muestra portuguesa. La motivación para enseñar en este contexto se explica principalmente por los siguientes factores: eficacia personal, interés en la tarea y esfuerzo en la enseñanza. La diferencia que se encontró es que la eficacia personal no pudo dividirse en contextual y general.Universidade de São Paulo, FFCL (Ribeirão Preto)Repositório da Universidade dos AçoresAlmeida, Leandro S.Moreira, Maria AlfredoCaldeira, Suzana NunesSoares, Sara MedeirosHattum-Janssen, Natascha vanVisser-Wihnveen, Gerda2021-05-11T15:26:45Z2021-03-012021-03-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.3/5908engAlmeida, Leandro Silva, Moreira, Maria Alfredo, Caldeira, Suzana Nunes, Soares, Sara Medeiros, Hattum-Janssen, Natascha van, & Visser-Wijnveen, Gerda J.. (2021). Teachers’ Motivation for Teaching in Higher Education: Portuguese Validation of a Questionnaire. Paidéia (Ribeirão Preto), 31, e3104. Epub March 01, 2021.https://doi.org/10.1590/1982-4327e31041982-4327https://doi.org/10.1590/1982-4327e3104info: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:RCAAP2022-12-20T14:34:12Zoai:repositorio.uac.pt:10400.3/5908Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:28:01.550217Repositório 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
Motivación de los Profesores para la Enseñanza en la Educación Superior : Validación Portuguesa de un Cuestionario
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
Motivación Intrínseca
Profesores
Educación 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-Wihnveen, Gerda
author_role author
author2 Moreira, Maria Alfredo
Caldeira, Suzana Nunes
Soares, Sara Medeiros
Hattum-Janssen, Natascha van
Visser-Wihnveen, Gerda
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Repositório da Universidade dos Açores
dc.contributor.author.fl_str_mv Almeida, Leandro S.
Moreira, Maria Alfredo
Caldeira, Suzana Nunes
Soares, Sara Medeiros
Hattum-Janssen, Natascha van
Visser-Wihnveen, Gerda
dc.subject.por.fl_str_mv Intrinsic Motivation
Teachers
Higher Education
Motivação Intrínseca
Professores
Ensino Superior
Motivación Intrínseca
Profesores
Educación Superior
topic Intrinsic Motivation
Teachers
Higher Education
Motivação Intrínseca
Professores
Ensino Superior
Motivación Intrínseca
Profesores
Educación Superior
description ABSTRACT: 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 2021-05-11T15:26:45Z
2021-03-01
2021-03-01T00:00:00Z
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 http://hdl.handle.net/10400.3/5908
url http://hdl.handle.net/10400.3/5908
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Almeida, Leandro Silva, Moreira, Maria Alfredo, Caldeira, Suzana Nunes, Soares, Sara Medeiros, Hattum-Janssen, Natascha van, & Visser-Wijnveen, Gerda J.. (2021). Teachers’ Motivation for Teaching in Higher Education: Portuguese Validation of a Questionnaire. Paidéia (Ribeirão Preto), 31, e3104. Epub March 01, 2021.https://doi.org/10.1590/1982-4327e3104
1982-4327
https://doi.org/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.publisher.none.fl_str_mv Universidade de São Paulo, FFCL (Ribeirão Preto)
publisher.none.fl_str_mv Universidade de São Paulo, FFCL (Ribeirão Preto)
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
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