Teacher motivation

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3 Citations (Scopus)

Abstract

Motivational theories were developed in relation to students; over the last decade, researchers have turned their attention also to teachers. We overview each of three major motivation theories (expectancy-value, achievement goal, and self-determination) that have thus far been reinterpreted in relation to teachers, involving the adaptation of constructs and processes initially designed to understand students' motivations. Empirical findings pertaining to teachers' motivations are summarized, cultural differences contrasted, and methodological issues raised. We conclude with implications and suggestions for future research in the field.

Original languageEnglish
Title of host publicationInternational Encyclopedia of the Social & Behavioral Sciences
EditorsJames D. Wright
Place of PublicationNetherlands
PublisherElsevier
Pages64-71
Number of pages8
Edition2nd
ISBN (Electronic)9780080970875
ISBN (Print)9780080970868
DOIs
Publication statusPublished - 26 Mar 2015

Keywords

  • Achievement goal theory
  • Cross-cultural
  • Expectancy-value theory
  • Measurement
  • School environment
  • Self-determination theory
  • Teacher goals
  • Teacher motivations
  • Teacher values
  • Theory development

Cite this

Watt, H. M. G., & Richardson, P. W. (2015). Teacher motivation. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (2nd ed., pp. 64-71). Netherlands: Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26082-0