Development of Motivation Scale for Teachers

Akdemir, Elif; Arslan, Ali

doi:10.1016/j.sbspro.2013.12.098

Cited by 7 publications

(11 citation statements)

References 3 publications

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“…The validity and reliability analysis carried out separately on the data collected via online and paper-pencil provide strong evidence that Teacher Professional Motivation Scale is a valid and reliable measurement tool that can be used by researchers and practitioners to assess teacher motivation in schools sensitive to cultural, social and institutional contexts. It is seen that the internal reliability of the scale is high, and the sub- In studies related to teacher motivation in the literature (e.g., Akdemir & Arslan, 2013;Claeys, 2011;Kauffman, Yılmaz-Soylu & Duke, 2011;Öztürk & Uzunkol, 2013;Visser-Wijnveen, Stes & Petegem, 2012), it is observed that internal and external motivation factors are handled in close conceptual contexts. The study conducted by Akdemir and Arslan (2013) evaluates teacher motivation in the sub-dimensions of communication, professional development, institutions, and expectations.…”

Section: Discussionmentioning

confidence: 94%

“…It is seen that the internal reliability of the scale is high, and the sub- In studies related to teacher motivation in the literature (e.g., Akdemir & Arslan, 2013;Claeys, 2011;Kauffman, Yılmaz-Soylu & Duke, 2011;Öztürk & Uzunkol, 2013;Visser-Wijnveen, Stes & Petegem, 2012), it is observed that internal and external motivation factors are handled in close conceptual contexts. The study conducted by Akdemir and Arslan (2013) evaluates teacher motivation in the sub-dimensions of communication, professional development, institutions, and expectations. In the study conducted by Öztürk and Uzunkol ( 2013), teacher motivation is examined in four sub-dimensions: "positive attitude towards the profession and professional success," "appreciation and professional happiness," "avoidance of profession" and "internalization of the profession."…”

Section: Discussionmentioning

confidence: 94%

“…Also, it is observed that some scale studies related to teacher motivation in the literature (e.g., Bektaş, 2010;Ceviz, 2018;Polat, 2010) do not cover some contexts related to parents, students, schools, education policies, and other educational processes. When the scale studies in the literature are analyzed methodologically, it is seen that in many studies (e.g., Akdemir & Arslan, 2013;Bektaş, 2010;Polat, 2010), structural features and reliability levels of the measurement tools are not tested with strong analyzes, and in some studies, it is seen that the harmony of the conceptual models obtained is not evaluated with CFA. Therefore, it can be concluded that the scale developed in this study will fill a gap in the literature as a useful, cultural contextsensitive, valid, and reliable tool for researchers and practitioners.…”

Section: Discussionmentioning

confidence: 99%

“…In this context, it is thought that the study will make a unique contribution to the literature of teacher motivation in Turkish culture in terms of evaluating the original dynamics of the teaching profession in the psychological, social, cultural, and institutional sense. In the literature, the using of the adaptations of general job motivation scales in most of the studies on teacher motivation (e.g., Akman, 2018;Çivilidağ & Şekercioğlu, 2017;Dündar, Özutku & Taşpınar, 2007;Emirbey, 2017;Güçlü et al, 2014;Yılmaz, 2009); the fact that all aspects of the school and education context are not addressed or the validity and reliability of the studies are not adequately presented in general in the case of scale development studies (e.g., Akdemir & Arslan, 2013;Bektaş, 2010;Polat, 2010) increases the importance of the study. In some scale development studies aimed at teacher motivation (e.g., Akdemir & Arslan, 2013;Ceviz, 2018;Öztürk & Uzunkol, 2013), the factors affecting teacher motivation such as macro education policies, parent and student factors were excluded.…”

Section: Introductionmentioning

confidence: 99%

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Öğretmen Motivasyonu Ölçeği Geçerlik ve Güvenirlik Çalışması: Çevrimiçi ve Kağıt Kalem Uygulamalarının Karşılaştırılması

Köse¹,

Karataş²,

Küçükçene³

et al. 2020

Pamukkale University Journal of Education

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Bu çalışmada, öğretmenlerin mesleki motivasyon düzeylerinin belirlenmesine yardım edecek geçerli ve güvenilir bir ölçme aracı geliştirmek amaçlanmıştır. Araştırmaya toplam 1054 ilkokul, ortaokul ve lise öğretmeni katılmıştır. Uygulamanın son aşamasında doğrulayıcı faktör analizi verileri çevrimiçi uygulama ile toplanmıştır. Araştırma bulguları, Öğretmen Mesleki Motivasyonu Ölçeği'nin okul içi faktörler, okul dışı faktörler, mesleki gelişim ve saygınlık ve fiziki imkânlar olmak üzere dört alt boyuttan oluştuğunu göstermektedir. Doğrulayıcı faktör analizi sonuçları, ölçeğin dört faktörlü yapısının kabul edilebilir uyum gösterdiğini ortaya koymaktadır. Kâğıt kalem testi uygulamasının ortaya koyduğu faktör yapısı çevrimiçi uygulama ile de doğrulanmıştır. Ölçeğin alt boyutlarına ilişkin iç güvenirlik katsayıları, hem kâğıt kalem uygulaması için hem de çevrimiçi uygulama için kabul edilebilir sınırların üzerindedir. Araştırma sonucunda, ölçeğin kâğıt kalem ve çevrimiçi formlarının okullarda öğretmen motivasyonunu değerlendirmek üzere kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğuna ilişkin güçlü kanıtlara ulaşılmıştır.

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Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Öğretmen Motivasyonu Ölçeği Geçerlik ve Güvenirlik Çalışması: Çevrimiçi ve Kağıt Kalem Uygulamalarının Karşılaştırılması

Köse¹,

Karataş²,

Küçükçene³

et al. 2020

Pamukkale University Journal of Education

View full text Add to dashboard Cite

show abstract

“…Motivation scales for teachers, like such scales in general, are based on different theories of motivation, e.g., Herzberg's factor motivation, which differentiates between selfdetermined and controlled types of motivation (Akdemir and Arslan, 2013). Tasks Motivation Scale for Teachers) was created to measure five motivational constructs (intrinsic motivation, identified, introjected and external motivation and amotivation) towards six work tasks (teaching, evaluation of students, class management, administrative tasks, and complementary tasks).…”

Section: Literature Reviewmentioning

confidence: 99%

Measuring the Degree of English Teachers’ Motivation

Koran

2016

JEBS

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Teacher motivation is essential for quality teaching. There are motivation measurement mechanisms devised by researchers and used in education in general and particularly in English language teaching. The presented research aims to create an effective mechanism of defining motivated, less motivated and demotivated English teachers. Using both qualitative and quantitative approaches, a survey triangle of English as foreign/second language teachers, of administration/supervisors and of L2 learners is suggested. Ten university English teachers at a large private university in Iraq were surveyed, using a questionnaire in order to reveal their level of motivation. Each statement/question in the survey was based on the postulates of different researchers, mainly psychologists, concerning human motivation. L2 learners were asked to fill in the questionnaires concerning their teachers’ successful teaching practices and commented on the teachers’ behavior in and outside the classroom. The research outcomes validated the suggested survey model for detecting motivated vs. demotivated English teachers. During the study many assumptions about teacher motivation were reexamined and confirmed. The research results are reflected in recommendations for administration in educational institutions and for English teachers concerning various issues of motivation. Hopefully, the article will contribute to better teaching/learning practices by means of enhancing English teachers’ motivation.

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Psychological Capital and Teacher Well-Being

Zewude

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Az ezredfordulót követően a nemzetközi pedagóguskutatásokban növekvő tendenciát mutatnak a jóllétkutatások, ugyanakkor e kiemelt szakmai jelentőséggel bíró téma nem minden országban kutatott. A disszertáció célja kettős: a stresszkezelés és a szakmai motiváció közvetítő szerepének vizsgálata az etióp felsőoktatásban oktató pedagógusok pszichológiai tőkéjének és jóllétének alakulásában, majd a pozitív pszichológia keretrendszerében egy integrált pedagógus jóllétmodell fejlesztése. A kvantitatív szemléletű keresztmetszeti kutatás négy, egymásra épülő empirikus fázisból áll, összesen N=3.517 egyetemi oktató bevonásával: (1) a pszichológiai tőke kérdőív (PCQ-12; Luthans et al., 2007), a pedagógusjóllét skála (TWBS; Collie et al., 2015), és a szakmai munkafeladat motivációs skála (WTMST; Fernet et al., 2008) adaptációja és kultúraközi validációja N=1.117 fős mintán; (2) etióp felsőoktatási környezetben pszichometriailag helytálló mérőeszközökkel a szakmai munkafeladattal kapcsolatos motiváció mediációs szerepének meghatározása a pszichológiai tőke és pedagógusjóllét viszonylatában N=596 fős mintán; (3) a stresszel való megküzdés kérdőív (CWS-Q; Rabenu et al., 2016) adaptációja és kultúraközi validációja, majd a faktorok mediációs szerepének igazolása a pszichológiai tőke és a pedagógusjóllét viszonylatában N=836 fős mintán; (4) a pszichológiai tőke és pedagógusjóllét faktorainak együttes vizsgálata mediációs szempontból a munkafeladat motiváció és a stresszel való megküzdés viszonylatában N=968 fős mintán. A válaszadók kiválasztása rétegzett mintavétellel történt, az adatok statisztikai elemzésére az IBM SPSS 26 és AMOS 26 szoftvereket használtunk. Az eredmények többnyire megerősítik a szakirodalomból ismerteket, az esetleges eltérések kulturális és intézményi sajátosságokkal magyarázhatók. Mivel a mediációs funkció minden esetben bizonyítást nyert, a kutatási eredményekre épülve lehetséges az egyetemi oktatók jóllétének javítása a pozitív pszichológia eszköztárával, továbbá megküzdési és motivációs stratégiáik fejlesztése.

show abstract

Development of Motivation Scale for Teachers

Cited by 7 publications

References 3 publications

Öğretmen Motivasyonu Ölçeği Geçerlik ve Güvenirlik Çalışması: Çevrimiçi ve Kağıt Kalem Uygulamalarının Karşılaştırılması

Öğretmen Motivasyonu Ölçeği Geçerlik ve Güvenirlik Çalışması: Çevrimiçi ve Kağıt Kalem Uygulamalarının Karşılaştırılması

Measuring the Degree of English Teachers’ Motivation

Psychological Capital and Teacher Well-Being

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