Basic factors that affect general academic motivation levels of candidate preschool teachers

Turkish Pre-service History Teachers' Self-efficacy Beliefs and Motivations on the Teaching Profession

“…These factors related to the intrinsic values of teaching and social utility were also shown to be effective on the motivation of participants, as mentioned in the studies by Öztürk Akar [80] and Zehir Topkaya and Uztosun [81]. Furthermore, the demotivating factors for TPG that were identified by pre-service history teachers were found to be parallel to that of results from the studies by Başaran and Dedeoğlu Orhun [82], and Çeliköz [83].These factors included negative expectations related to the in-service period, PPSE, educational policies and policy makers, as well as the approaches of some stakeholders of the teaching profession.…”

“…There have been some studies that examined the level of self-efficacy beliefs of pre-service teachers in teacher training institutions, with respect to teaching skills [18][19][20][21][22].Other research studies have also identified variables such as gender, class, academic success, training program, length of training and country, as well as how these variables may affect the perception that the pre-service teachers hold about their self-efficacy [23][24][25][26][27][28][29]. Researchers have also identified the motivations that pre-service teachers hold towards the teaching profession and the factors influencing these motivations [30][31][32][33][34][35][36]. In these studies, the factors reducing and increasing the motivation of pre-service teachers were examined.…”

Modelling Discrete Choice Variables in Assessment of Teaching Staff Work Satisfaction

“…In the literature, there were identified three driving forces that influence behaviour of potential teachers: internal forces (or intrinsic personality related to teaching), external forces (environmental or extrinsic), and altruistic forces (internalized extrinsic) [1]. Based on these forces, the intrinsic motivation of potential teachers is influenced by: the reasons for which they prefer a teaching career; the probability of finding a job after graduation; the individual expectations and goals; and by the appetence of continuing their education through a master’s program [2]. Regarding the motivational aspects, other researchers consider that intrinsic motivation is prevalent in choosing a teaching career.…”

Variables relacionadas con las dificultades en burnout en profesores y otros profesionales = Variables related with the difficulties in bournout in teachers and others professionals

“…Para abordar el burnout de una forma eficaz cabe destacarse que son necesarias más investigaciones para evaluar las estrategias de intervención que ayuden a los profesores a superar y a afrontar el estrés (Celikoz, 2010, Latorre & Sáez, 2009, Martín, Saas, Schmitt & Thomas, 2012 Se pone de manifiesto que las barreras que obstaculizan el progreso de la carrera de las profesoras se producen como consecuencia del crecimiento de la escuela, de los factores ambientales, los cuales son predictores significativos del cansancio emocional (Inandi, 2009). Como consecuencia de este crecimiento de la escuela y de su ambiente, los niveles de burnout experimentados por las profesoras aumentarán.…”

“…Otro aspecto que conviene estudiar en futuras investigaciones son las características de la personalidad y los estilos del humor que pueden incidir en el síndrome de desgaste profesional en profesores. (Bruinsma & Jansen, 2010;Celikoz, 2010;Griffin, 2010;Güzel, 2011;Kocabas, 2009;McCollum & Kajs, 2009, Roness & Smith, 2010. 23,31, 35, 38, 41, 48, 49, 55,57, 58, 59, 59 (I) 2,3,6,8,13,14,16,20 Despersonalización 5,10,11,15,22 Realización personal 4,7,9,12,17,18,19,21 N = 14 N = 80 N = 115 N = 135 N = 87 N = 40 Nota: Docente EE y AL: Docente Educación especial y audición y lenguaje, Docente EI: Docente Educación Infantil, Docente EP: Docente Educación primaria, Docente ES y U: Docente Educación Secundaria y Universidad, PAS: Personal Administración y servicios, CACR: Ambigüedad y conflicto de rol, MBI -GS: Eficacia profesional, NEO-FFI: Neuroticismo, apertura, amabilidad.…”