Curricular Factors in Middle School Teachers’ Motivation to Become and Remain Effective

Abstract

Research in education and psychology contributes to an understanding of how educators create contexts for learning that encourage intrinsic motivation and increase academic achievement. In this article, the researcher investigated how middle level teachers define effectiveness and identified what factors influence their motivation, both positively and negatively. The purpose of this study was to explore what factors teachers self-identified as both supporting and hindering their professional motivation. An understanding of what motivates teachers to maintain effectiveness and what contributes to a loss of motivation may help administrators and other leaders make professional development, personnel, and curricular decisions that support teacher motivation. Data analysis revealed that teacher motivation was influenced by curricular, relational, and logistical factors. Curricular elements that encouraged teachers to improve their practice, as well as those factors that contributed to apathy or disinterest, are discussed. Findings revealed that competence in terms of one’s ability to effectively teach required content increased professional motivation. Feelings of autonomy also increased participating teachers’ desire to further develop their skills and improve their competence. Administrators, professional development providers, and teacher educators may find these results useful as they work to create environments that positively influence teacher motivation.