Curricular Factors in Middle School Teachers' Motivation to Become and Remain Effective

Autor/in	Daniels, Erika
Titel	Curricular Factors in Middle School Teachers' Motivation to Become and Remain Effective
Quelle	In: RMLE Online: Research in Middle Level Education, 40 (2017) 5, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2017.1300854
Schlagwörter	Middle School Teachers; Teacher Attitudes; Teacher Effectiveness; Curriculum Development; Teacher Motivation; Faculty Development; Self Determination; Academic Achievement + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Selbstbestimmung; Schulleistung
Abstract	Research in education and psychology contributes to an understanding of how educators create contexts for learning that encourage intrinsic motivation and increase academic achievement. In this article, the researcher investigated how middle level teachers define effectiveness and identified what factors influence their motivation, both positively and negatively. The purpose of this study was to explore what factors teachers self-identified as both supporting and hindering their professional motivation. An understanding of what motivates teachers to maintain effectiveness and what contributes to a loss of motivation may help administrators and other leaders make professional development, personnel, and curricular decisions that support teacher motivation. Data analysis revealed that teacher motivation was influenced by curricular, relational, and logistical factors. Curricular elements that encouraged teachers to improve their practice, as well as those factors that contributed to apathy or disinterest, are discussed. Findings revealed that competence in terms of one's ability to effectively teach required content increased professional motivation. Feelings of autonomy also increased participating teachers' desire to further develop their skills and improve their competence. Administrators, professional development providers, and teacher educators may find these results useful as they work to create environments that positively influence teacher motivation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01