教师内在动机的培养:工作环境与个体差异的重要性

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Syed Majid Ali Shah Bukhari, Shireen Gul Jamali, Abdul Razaque Larik, Muhammad Saleem Chang
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引用次数: 3

摘要

鉴于教师在学校整体发展中的重要作用,在发达国家对影响教师动机的各种因素进行研究一直有很强的传统。然而,与其他变量一样,内在动机因素在发达国家和不发达国家可能存在差异。因此,本研究通过收集357名巴基斯坦中学教师的数据,调查了工作环境因素的重要性以及教师个体差异在培养内在动机中的作用。人际关系是教师内在动机的最高来源。结构方程模型显示,学校工作环境变量:行政支持、工作条件、人际关系、晋升、同事支持和薪酬是教师内在动机培养的显著因素。教师在性别、学历和专业资格、工作经验等方面的个体差异对教师的内在动机也有显著的解释作用,但影响程度小于工作环境因素。女教师和资历较低、工作经验6-10年的教师内在动机更强。研究结果表明,学校管理部门应该鼓励培养教师需求和期望的策略,特别是对处于职业生涯中期的教师和拥有更高资格的教师。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
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.
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