Motivational Differences Throughout Teachers' Preparation and Career

Teacher motivation is an impact aspect of the teacher performance and thus student achievement. Given the varying degrees of responsibility, tasks, and obstacles over the course of a teacher's training and career, their motivation is likely to change over time. This study examined the motivatio...

Full description

Saved in:

Bibliographic Details
Published in:	New waves (Rockville, Md.) Md.), 2018-12, Vol.21 (2), p.26-45
Main Authors:	Ponnock, Annette R, Torsney, Benjamin M, Lombardi, Doug
Format:	Article
Language:	eng
Subjects:	Alternative Teacher Certification Attitude Change Beginning Teachers Career Choice Career Development Careers Classrooms Cooperating Teachers Educational psychology Educational research Educational Strategies Elementary School Teachers Experienced Teachers Faculty Development Faculty Mobility Learner Engagement Learning Motivation Outcomes of Education Predictor Variables Preschool Teachers Preservice Teachers Public Schools Secondary School Teachers Self Concept Self Efficacy Social Influences Student participation Student Teachers Student teaching Studies Teacher Education Teacher Education Programs Teacher Effectiveness Teacher Motivation Teacher Persistence Teaching Experience Teaching Methods Urban Universities Values Young Children
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	Teacher motivation is an impact aspect of the teacher performance and thus student achievement. Given the varying degrees of responsibility, tasks, and obstacles over the course of a teacher's training and career, their motivation is likely to change over time. This study examined the motivational differences of pre-service teachers (PSTs), early, mid, and late-career teachers, as well as differences between early childhood, middle grades, and secondary teachers. Using the Factors Influencing Teacher Choice (FIT-Choice) model of teacher motivation, we found significant main and interaction effects. Motivation was generally highest in pre-service and early childhood teachers; it was lowest in early career teachers with no significant differences between mid- and late-career teachers. These findings have important implications for teacher retention, particularly in early career teachers when they are especially vulnerable to stress and attrition.
ISSN:	1526-8659 2379-4275