Teaching motivational profiles related to intention to leave the teaching profession

Electronic Journal of Research in Education Psychology Pub Date : 2023-12-01 DOI:10.25115/ejrep.v21i61.7128

Jorge Vergara-Morales, Milenko Del Valle

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Abstract

Introduction. Studies show that teacher motivation is related to the intention to leave the teaching profession, but there is a lack of studies that to research the relationships according to latent motivational profiles. Therefore, the objective of the study is to determine the influence of teaching motivational profiles on the intention to leave the teaching profession in a sample of Chilean school system teachers. Method. 310 teachers who graduated from a Chilean university participated in the study. Latent profile analysis and one-way ANOVA test were used to assess the motivational profiles and differences in intention to leave. Results. The results support the fit of a model of four teacher motivational profiles: low quality (n = 16), high quantity (n = 89), low quantity (n = 82) and high quality (n = 123). Furthermore, teachers grouped in the profiles with the highest degrees of autonomy for teaching presented the lowest levels of intention to leave the profession. Discussion and Conclusion. It is inferred that teacher motivational profiles influence the intention to leave the teaching profession. More specifically, it is concluded that the teachers grouped in the motivational profiles with greater degrees of autonomy to carry out teaching work show less intention to leave the teaching profession.

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与教师离职意向有关的教学动力特征

介绍。研究表明，教师动机与离开教师职业的意愿有关，但缺乏从潜在动机特征出发研究两者关系的研究。因此，本研究的目的是在智利学校系统教师样本中确定教学动机概况对离开教学职业意愿的影响。方法:从智利某大学毕业的310名教师参与了研究。使用潜在分析和单因素方差分析来评估动机分析和离职意向的差异。结果。结果支持四种教师动机档案模型的拟合:低质量(n = 16)，高数量(n = 89)，低数量(n = 82)和高质量(n = 123)。此外，在教学自主程度最高的概况中分组的教师表现出最低水平的离职意向。讨论与结论。本研究推断教师动机档案对教师离职意向有影响。更具体地说，我们得出的结论是，在动机概况中分组的教师在开展教学工作方面具有更大程度的自主权，他们离开教师职业的意愿更低。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Electronic Journal of Research in Education Psychology

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