Teacher Rewards: Going beyond the Stickers--Moving beyond Extrinsic Motivation

Autor/inn/en	Taylor, Cheryl; McNaney-Funk, Claire; Jardine, Don; Lehman, Geannette; Fok-Chan, Evelyn
Titel	Teacher Rewards: Going beyond the Stickers--Moving beyond Extrinsic Motivation
Quelle	(2014), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rewards; Teacher Motivation; Teacher Attitudes; Qualitative Research; Graduate Students; Foreign Countries; Online Surveys; Teacher Persistence; Rural Schools; Urban Schools; Elementary School Teachers; Secondary School Teachers; Intention; Interpersonal Relationship; Teacher Influence; Lifelong Learning; Work Environment; Middle School Teachers; Canada + Suchen Sie Ihr Suchwort? Reward; Belohnung; Lehrerverhalten; Qualitative Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Life-long learning; Lebenslanges Lernen; Arbeitsmilieu; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Kanada
Abstract	Studies have shown that teachers appreciate intrinsic rewards, such as student achievement, positive relationships with students, self-growth, and mastery of professional skills, far greater than extrinsic motivators, like holidays and salary (Plihal, 1981; Plihal, 1982; Ashiedu & Scott-Ladd, 2012; Baleghizadeh & Gordani, 2012). This paper presents the findings, regarding rewards of teaching, from a qualitative study conducted with a cohort of beginning graduate students in Red Deer, Alberta, in the summer of 2014. The study used an electronic online survey to gather information regarding the rewards teachers associate with the profession and what drives their decision to stay within in the profession. Participants in the study were current teachers in both rural and urban K-12 schools. Similar to the Dinham & Scott (1997) and Ashiedu & Scott-Ladd (2012) studies, we found that intrinsic motivators are the primary rewards for teachers and these motivators "had most influence on intention to stay in the profession." According to the results of our research, participants valued building relationships, making a difference in the lives of their students, life-long learning and working in a dynamic environment within a fulfilling occupation as the main rewards of teaching. Findings from our study indicated that intrinsic rewards were key factors contributing to teacher retention and longevity within the profession. Our study conclusions lead us to further question whether or not teachers who are motivated by intrinsic rewards are also those teachers who experience teacher burnout. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10