Syed Majid Ali Shah Bukhari, Shireen Gul Jamali, Abdul Razaque Larik, Muhammad Saleem Chang
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The structural equation model revealed that school work environment variables: administrative support, working conditions, interpersonal relationships, promotion, colleagues’ support, and salary were significant factors in fostering teachers’ intrinsic motivation. Teachers’ individual differences in gender, academic and professional qualifications, and work experience also showed a significant role in explaining teachers’ intrinsic motivation although the extent of effect was smaller than work environmental factors. Female teachers and teachers possessing low qualifications and having work experience of 6–10 years were found more intrinsically motivated. Findings suggest that school administration ought to encourage strategies that foster teachers’ needs and expectations, particularly for mid-career teachers and those possessing higher qualifications.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"1 - 19"},"PeriodicalIF":1.8000,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1925182","citationCount":"3","resultStr":"{\"title\":\"Fostering intrinsic motivation among teachers: Importance of work environment and individual differences\",\"authors\":\"Syed Majid Ali Shah Bukhari, Shireen Gul Jamali, Abdul Razaque Larik, Muhammad Saleem Chang\",\"doi\":\"10.1080/21683603.2021.1925182\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Given the high importance of the teachers’ role in overall school improvement, there has been a strong tradition to investigate various factors affecting teachers’ motivation in developed countries. 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Fostering intrinsic motivation among teachers: Importance of work environment and individual differences
ABSTRACT Given the high importance of the teachers’ role in overall school improvement, there has been a strong tradition to investigate various factors affecting teachers’ motivation in developed countries. However, like other variables, the factors of intrinsic motivation may offer variance in developed and underdeveloped countries. Thus, this study investigated the importance of work environmental factors and the role of teachers’ individual differences in fostering intrinsic motivation by collecting data from 357 Pakistani secondary school teachers. Interpersonal relationships were found to be the highest source of teachers’ intrinsic motivation. The structural equation model revealed that school work environment variables: administrative support, working conditions, interpersonal relationships, promotion, colleagues’ support, and salary were significant factors in fostering teachers’ intrinsic motivation. Teachers’ individual differences in gender, academic and professional qualifications, and work experience also showed a significant role in explaining teachers’ intrinsic motivation although the extent of effect was smaller than work environmental factors. Female teachers and teachers possessing low qualifications and having work experience of 6–10 years were found more intrinsically motivated. Findings suggest that school administration ought to encourage strategies that foster teachers’ needs and expectations, particularly for mid-career teachers and those possessing higher qualifications.
期刊介绍:
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.