Teacher motivation: Definition, research development and implications for teachers

Jiying Han,Hongbiao Yin,Mark Boylan

doi:10.1080/2331186x.2016.1217819

Jiying Han, Hongbiao Yin + Show 1 more

Open Access

https://doi.org/10.1080/2331186x.2016.1217819

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Abstract

AbstractThe past decade has witnessed an increase in research on teacher motivation which has been proved a crucial factor closely related to a number of variables in education such as student motivation, educational reform, teaching practice and teachers’ psychological fulfilment and well-being. To address the constant calls for teacher motivation research, this paper attempts to pose a comprehensive review of teacher motivation studies conducted from diversified theoretical perspectives. Five research areas related to teacher motivation research have been identified: influencing factors of teacher motivation; teacher motivation and teaching effectiveness; teacher motivation and student motivation; teacher motivation research across different disciplines; and the instruments for assessing teacher motivation. Based on a critique of existing literature in terms of theoretical perspectives, research methodology, research content and concerns about contextual issues, potential directions for future research ...

Highlights

Research on teacher motivation has developed and expanded since the late 1990s, and the past decade has witnessed a marked increase in literature in the area of teacher motivation research across various social cultural contexts
Theoretical perspectives The review of teacher motivation research indicates, despite the fact that social-cognitive theories of motivation such as expectancy-value theory, achievement goal orientation theory and self-determination theory have been extensively applied to pre-service and in-service teacher motivation studies, that attempts of different motivational approaches have achieved no agreement on generally applicable motivation theories for teacher motivation research
Qualitative method and longitudinal study have been adopted in teacher motivation research (e.g. Kieschke & Schaarschmidt, 2008; Malmberg, 2008; Watt & Richardson, 2008a, 2008b), there is a heavy reliance, for majority of researchers, on data collected by self-report questionnaires which may prevent them from examining all complexity of teacher motivation

Summary

Introduction

Research on teacher motivation has developed and expanded since the late 1990s, and the past decade has witnessed a marked increase in literature in the area of teacher motivation research across various social cultural contexts. A significant step forward was the release of the special issue on motivation for teaching by Learning and Instruction in 2008 with the focus on relating the current

PUBLIC INTEREST STATEMENT

Language teacher motivation

Level of teaching Altruistic values

Prior teaching and learning experiences

Social and cultural context

Major findings