Logistical Factors in Teachers' Motivation

Öz-Belirleme Kuramı perspektifinden sınıf öğretmenlerinin motivasyonu ve motivasyon etkenleri

“…Notably, the negative factors were mostly unrelated to students, with frequently cited negative factors including colleagues, parents, and school environment. Many previous studies have mentioned similar factors, including the general climate of the school, class sizes, school resources and facilities, institutional activities, peer relations, expectations about the student, leadership structure of the school, educational program, time management, school management, physical environment conditions, wages, rewards, incentives, job design, and the performance management system (Börü, 2018;Daniels, 2016;Dörnyei & Ushioda, 2013;Rasheed et al, 2016). In addition to the factors obtained in the studies in the literature, the fact that our study frequently expressed factors (class size, climatic conditions, etc.)…”

“…Öğretmenlerin içsel motivasyon etkenlerinin daha az ancak olumlu etkenlerden oluşması, dışsal etkenlerinin oldukça fazla ancak sıklık olarak çoğunlukla olumsuz etkenlerden oluşması dikkat çekicidir. Alan yazındaki pek çok çalışmada da dışsal etkenlerin daha fazla dile getirildiği görülmektedir (Daniels, 2016;Dörnyei & Ushioda, 2013, s.64). İçsel motivasyonla ilgili dile getirilen etkenlerin öğrencilere, mesleğe, ders sürecine ve bireysel etkenlere ilişkin olduğu belirlenmiştir.…”

“…Researchers have also examined factors affecting teacher motivation. The factors considered in these studies included the general climate of the school, class sizes, school resources and facilities, institutional activities, peer relations, the definition of the teacher's role, expectations of students, the leadership structure of the school, educational programming, time management, physical environment conditions, wages, rewards, incentives, job design, and performance management systems (Daniels, 2016;Dörnyei & Ushioda, 2013;Rasheed et al, 2016). Whatley (1998) has determined the factors relating to teachers' motivations to choose their profession, reporting the most important of these as the desire and love working with students.…”

From ambivalent spaces to spaces of reciprocal encountering: developing classroom culture in an intercultural story exchange

“…Initially, a general coding framework was created, which was based on a breadth of theoretical literature on how teachers create conditions for student engagement (e.g. Daniels 2016Daniels , 2017Dewey 1916Dewey /1997Dewey , 1938Dewey /2015George and Richardson 2019;Kelly et al 2014;Kumpulainen and Renshaw 2007;Marton and Tsui 2004;Mercer and Littleton 2007;Reeve 2013;Deci 2000, 2017;Turner et al 2014). The data were organised into primary as well as secondary data (see Table 2), which were cross-referenced with the primary data to identify more latent content (Graneheim, Lindgren, and Lundman 2017).…”

“…Laws establish a teacher's and students' basic rights and responsibilities within an education system, national and regional curricula influence the content of learning, and initial teacher education and continuing professional development opportunities set the bar for teachers' pedagogical abilities. The physical school environment and the available material resources can support or hinder particular types of learning, as can scheduling and time constraints (Connors 2016;Daniels 2016). School leaders, teacher colleagues and parents may also have certain expectations that guide how teachers and students enact teaching and learning in the classroom (Connors 2016;Daniels and Pirayoff 2015).…”