The Impact of Teacher Intrinsic and Extrinsic Motivation on Teacher Self-efficacy PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Impact of Teacher Intrinsic and Extrinsic Motivation on Teacher Self-efficacy PDF full book. Access full book title The Impact of Teacher Intrinsic and Extrinsic Motivation on Teacher Self-efficacy by Sallie Johnakin-Putnam. Download full books in PDF and EPUB format.
Author: Sallie Johnakin-Putnam
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 99
Get Book Here
Book Description
Teacher recruitment and retention is a growing concern for educational organizations. This is in large part due to the increasing work demands and underfunding of public funding. The purpose of this study was to investigate the relationship between teacher motivation and the adaptive factor of self-efficacy. The theoretical frameworks of Bandura’s social learning theory, Deci and Ryan’s self-determination theory, and Rotter’s locus of control theory were used to guide this study. The researcher used a quantitative correlation study to examine the relationship between self-efficacy and intrinsic motivation, extrinsic motivation, and overall motivation. The two surveys were given to 130 elementary school teachers from two school districts in a southeastern state. The Teacher Sense of Efficacy Scale (TSES) and Work Tasks Motivation Scale for Teachers (WTMST) surveys were used to measure perceived teacher self-efficacy and motivational beliefs. Pearson product-moment correlations were used to measure the relationship between the dependent variable (teacher self-efficacy) and the independent variables (intrinsic motivation and extrinsic motivation). Data analysis revealed a positive correlation between self-efficacy and intrinsic motivation; however, no relationship was found between self-efficacy and extrinsic motivation nor overall motivation. Recommendations for future research include replicating this study using both elementary and secondary teachers as well as utilizing demographics to determine generalizations about teacher self-efficacy and motivation.
Author: Sallie Johnakin-Putnam
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 99
Get Book Here
Book Description
Teacher recruitment and retention is a growing concern for educational organizations. This is in large part due to the increasing work demands and underfunding of public funding. The purpose of this study was to investigate the relationship between teacher motivation and the adaptive factor of self-efficacy. The theoretical frameworks of Bandura’s social learning theory, Deci and Ryan’s self-determination theory, and Rotter’s locus of control theory were used to guide this study. The researcher used a quantitative correlation study to examine the relationship between self-efficacy and intrinsic motivation, extrinsic motivation, and overall motivation. The two surveys were given to 130 elementary school teachers from two school districts in a southeastern state. The Teacher Sense of Efficacy Scale (TSES) and Work Tasks Motivation Scale for Teachers (WTMST) surveys were used to measure perceived teacher self-efficacy and motivational beliefs. Pearson product-moment correlations were used to measure the relationship between the dependent variable (teacher self-efficacy) and the independent variables (intrinsic motivation and extrinsic motivation). Data analysis revealed a positive correlation between self-efficacy and intrinsic motivation; however, no relationship was found between self-efficacy and extrinsic motivation nor overall motivation. Recommendations for future research include replicating this study using both elementary and secondary teachers as well as utilizing demographics to determine generalizations about teacher self-efficacy and motivation.
Author: Paul W. Richardson
Publisher: Routledge
ISBN: 1136314075
Category : Education
Languages : en
Pages : 277
Get Book Here
Book Description
Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
Author: Sandra L. Beardsley
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 178
Get Book Here
Book Description
"The importance of motivation for students in the academic setting is discussed in this research. The Social Cognitive models of motivation presented discuss four key components of student motivation: self-efficacy, attributions, intrinsic motivation, and achievement goals. Motivational beliefs and self-determination are important aspects to consider when encouraging motivation in students who struggle with learning. Several variables that affect motivation stem from social and environmental factors, teaching specific learning strategies that encourage success, formal and systematic programs for correct strategy use, task-specific feedback, connecting recent successes to work, and reinforcing effort. Using peer modeling, as well as literature, are discussed as motivational tools. Connecting the learning goals of the teacher to the students' goals is considered and can be enhanced by an academically engaging classroom. Encouraging intrinsic motivation while being cautious about the use of extrinsic rewards is discussed. Intrinsic and extrinsic motivation is examined as playing important roles in the motivation and inspiration of students."--leaf 5.
Author: M. Kay Alderman
Publisher: Routledge
ISBN: 1135631492
Category : Education
Languages : en
Pages : 359
Get Book Here
Book Description
First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Donna Walker Tileston
Publisher: Corwin Press
ISBN: 1452271410
Category : Education
Languages : en
Pages : 137
Get Book Here
Book Description
"Teachers often can get frustrated when they think their students don′t care. This book gives teachers a way to take ownership of the situation rather than blame students." —Lyneille Meza, Coordinator of Data and Assessment Denton ISD, Denton, TX "This resource addresses the central issue in classrooms today and is full of exciting and applicable information on how to motivate today′s learners." —Gary L. Willhite, Teacher Educator/Associate Professor University of Wisconsin, La Crosse Powerful brain-friendly strategies for motivating, challenging, and celebrating your students! This second edition of Donna Walker Tileston′s bestseller is filled with innovative practices for motivating even the most at-risk and reluctant K–12 students. Informed by current research on the plasticity of the brain and new insights on the relationship between culture and student motivation, the book features an extended classroom example of motivational techniques in action and vocabulary pre- and post-tests for teachers and details how: Technology influences the brain and motivation Intrinsic and extrinsic motivation are related to celebrations and rewards Specific strategies can motivate students to begin and finish a task Teachers can foster students′ positive self talk and on-task behaviors
Author: Janet Louise Dafoe
Publisher:
ISBN:
Category :
Languages : en
Pages : 350
Get Book Here
Book Description
Author: M. Kay Alderman
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 76
Get Book Here
Book Description
The authors in this volume propose expanding the topic of motivation in the preservice teacher education program by including contemporary research. Margaret W. Cohen reviews a body of research and theory concerned with the effects of extrinsic reinforcers on intrinsic motivation. She notes that contemporary research in the area of intrinsic motivation has consistently demonstrated that extrinsic reinforcers may undermine rather than facilitate performance on and interest in activities that are intrinsically motivating. Carole Ames addresses the implications of attribution theory for the teacher preparation curriculum. She believes it is important for teacher educators to help preservice teachers understand the positive and negative effects of types of classroom structure and evaluation on attribution. Dale H. Schunk suggests that social comparison is an inherent factor in every classroom and can have positive or negative motivation effects. M. Kay Alderman suggests that the preservice component in motivation should provide the preservice teacher with a repertoire of motivation-linked strategies, such as goal-setting, in order to facilitate learning and to educate students with high-achievement patterns of thought and action. Drawing from research on teacher effectiveness and decision making, Mary Rohrkemper argues that if preservice teachers are to be adequately prepared, they need concrete skills that will enable them to observe motivation, diagnose the need for motivational strategies, and assess the effectiveness of strategy implementation. Bibliographies accompany each of the articles. (JD)
Author: Carol Sansone
Publisher: Academic Press
ISBN: 0126190704
Category : Education
Languages : en
Pages : 514
Get Book Here
Book Description
In understanding human behavior, psychologists have long been interested in what motivates specific actions. Debates have pitted extrinsic motivators (e.g. rewards/punishment) against intrinsic motivation in attempting to determine what best motivates individuals. This book provides a summary view of what research has determined about both extrinsic and intrinsic motivation, and clarifies what questions remain unanswered. Divided into three sections, section I revisits the debate about the effects of extrinsic incentives or constraints on intrinsic motivation and creativity, and identifies theoretical advances in motivational research. Section II focuses on the hidden costs and benefits of different types of achievement goals on motivation and performance. Section III discusses theory and research findings on how extrinsic and intrinsic motivators may work in everyday life and over time. This book is of interest to researchers in psychology, education, and business, as well as to a wider audience interested in promoting optimal motivation and performance. Coverage in this book includes: * Debates and controversies in motivational research * Developmental nature of intrinsic and extrinsic motivation over time * Influences of parents, educators, and employers in facilitating motivation * Effect of achievement goals on learning and performance * The role of intrinsic and extrinsic motivation in self-regulation Key Features * Brings together major figures in the fields of motivation, education, and social psychology * Provides a mix of theory, basic and applied research * Presents research conducted both in laboratories and educational settings * Comprehensive chapters provide excellent reviews of previous literature as well as outlines important new directions * Provides different perspectives on controversial debates in a balanced, constructive manner
Author: Eleftheria N. Gonida
Publisher: Emerald Group Publishing
ISBN: 1787546152
Category : Education
Languages : en
Pages : 332
Get Book Here
Book Description
This volume focuses on motivation in education under changing and unsettling times and provides ideas on how global changes affect student and teacher motivation to learn and achieve.
Author: Helen M. G. Watt
Publisher: Cambridge University Press
ISBN: 1108210511
Category : Education
Languages : en
Pages : 352
Get Book Here
Book Description
Many studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach.
