Joao Viseu et al. Teacher motivation is vital for the educational system. For teachers to be motivated their work satisfaction and positive psychological capital are crucial. The state-of-the-art on teacher motivation requires a literature review regarding the studies that relate teacher motivation and the abovementioned constructs. In this paper, through electronic databases, the published studies between 1990-2014 about these issues were identified. A total of 43 studies were obtained. The main conclusions were the following: (a) 2012 was the year with more publications (n = 7; 16.28%); (b) quantitative methodologies (n = 40; 93.02%) and self-report questionnaires (n = 43; 89.59%) were the dominant methodology and instrument type; and (c) work satisfaction was the most studied concept with teacher motivation (n = 42; 97.67%). Our results underline the importance of work satisfaction on teacher motivation and emphasize the need to realize more studies on the relationship between teacher motivation and positive psychological capital.
ResumenLa motivación docente es vital para el sistema educativo. Para que los profesores estén motivados, su satisfacción laboral y el capital psicológico positivo son cruciales. El estado del arte de la motivación docente necesita una revisión de la literatura sobre los estudios que relacionen la motivación de los profesores y los constructos mencionados. En este artículo, a través de bases de datos electrónicas, se identificaron los estudios publicados sobre estos temas entre 1990-2014. Se encontró un total de 43 estudios empíricos. Las conclusiones principales fueron las siguientes: (a) 2012 fue el año con más publicaciones (n = 7; 16.28%); (b) la metodología cuantitativa (n = 40; 93.02%) y los cuestionarios auto-cumplimentados (n = 43;89.59%) fueron la metodología y tipo de instrumentos predominantes; y (c) la satisfacción laboral fue el concepto más estudiado con la motivación docente (n = 42; 97.67%). Nuestros resultados apuntan a la importancia de la satisfacción laboral para la motivación docente y enfatizan la necesidad de realizar más estudios sobre la relación entre la motivación docente y el capital psicológico positivo.Palabras Clave: revisión de la literatura, capital psicológico positivo, motivación docente, satisfacción laboral Recibido: 26.10.15 Aceptación Inicial: 05.11.15 Aceptación final: 24.06.16
This study examined the factorial validity and reliability (Ωw) of the nonreversed, 44-item version of Ryff’s Psychological Well-Being Scale (PWBS; Ryff, 1989 ) on a Romanian convenience sample of 664 participants from the general population. The results showed that the correlated six-factor model presented a relatively good fit, χ²(887) = 2922.85, p < .001, RMSEA = .059, RMSEA 90% CI = [.056; .062], SRMR = .048, CFI = .973, compared to single-factor and independent six-factor models. Based on the ΔCFI value, we found no significant differences between the correlated six-factor and the hierarchical model. Although the correlated six-factor model had a relatively good fit, the high correlations between the six latent factors suggest a high overlap among them. Our results indicate that well-being can be conceptualized as a second-order factor encompassing six dimensions, represented by autonomy, positive relations, environmental mastery, personal growth, purpose in life, and self-acceptance. The value of the Ωw reliability coefficient of the six subscales as well as the whole instrument was above .70. The present study has a practical implication by highlighting the factorial validity of a shorter (44-item) instrument, thus shortening the time necessary for data collection.
Occupational stress is a significant problem throughout the modern world and a concern for many organizations (Flaxman & Bond, 2010). But it does not affect in the same manner the numerous existing occupations. Several studies have revealed that human services occupations, including teaching and health-care providing, are prone to high stress levels (Bermejo-Toro & Prieto-Ursúa, 2010;
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