Measuring teacher motivation: The missing link between professional development and practice

Osman, David; Warner, Jayce R.

doi:10.1016/j.tate.2020.103064

Cited by 100 publications

(72 citation statements)

References 65 publications

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“…Teachers' motivation and goals predict their professional learning and subsequent practice (Thoonen et al, 2011;Nitsche et al, 2013). While teacher motivation can positively influence participation in PD (Lauermann et al, 2017) and subsequent implementation of that PD content (Gaines et al, 2019;Osman and Warner, 2020), whether PD can alter teacher motivation has not been widely addressed (Saunders, 2013). Pre-service teachers' initial motivations for teaching are positively associated with their practices at induction (Richardson and Watt, 2014).…”

Section: Motivations For Teachingmentioning

confidence: 99%

Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation

Brick

Cooper

Mason

et al. 2021

Front. Hum. Neurosci.

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After acquiring knowledge of the neuroscience of learning, memory, stress and emotions, teachers incorporate more cognitive engagement and student-centered practices into their lessons. However, the role understanding neuroscience plays in teachers own affective and motivational competencies has not yet been investigated. The goal of this study was to investigate how learning neuroscience effected teachers’ self-efficacy, beliefs in their ability to teach effectively, self-responsibility and other components of teacher motivation. A pilot training-of-trainers program was designed and delivered in Liberia combining basic neuroscience with information on social, emotional, behavioral and mental health issues faced by students. Tier I of the professional development was a 2 weeks workshop led by a visiting neuroscientist. A subset of the 24 Tier I secondary science teachers formed a Leadership Team who adapted the content to the Liberian context and subsequently led additional workshops and follow-up sessions for the Tier II secondary science teachers. Science teachers in both tiers completed the affective-motivational scales from the internationally vetted, multiscale Innovative Teaching for Effective Learning Teacher Knowledge Survey from the OECD. Tier II teachers completed the survey in a pre-post-delayed post design. Tier I teachers completed the survey after the workshop with their attitudes at that time and separately with retrospective projections of their pre-workshop attitudes. Ten of the 92 Tier II teachers participated in structured interviews at follow-up. Statistical analysis of survey data demonstrated improved teacher self-efficacy, self-responsibility for student outcomes, and motivation to teach. Qualitatively, teachers expressed more confidence in their ability to motivate students, engage them through active learning, and manage the class through positive rather than negative reinforcement. Teachers’ own self-regulation improved as they made efforts to build supporting relationships with students. Together, these results demonstrated that (i) teacher affective-motivational attitudes can be altered with professional development, (ii) basic neuroscience, as knowledge of how students learn, can improve teacher competency, and (iii) a training-of-trainers model can be effective in a low and middle income country for disseminating neuroscience knowledge, increasing teachers’ knowledge of students’ social and emotional needs, and promoting educational improvement.

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Section: Motivations For Teachingmentioning

confidence: 99%

Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation

Brick

Cooper

Mason

et al. 2021

Front. Hum. Neurosci.

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“…Standar Guru Malaysia menguraikan komptensi profesional yang harus dicapai guru adalah pengetahuan, pemahaman, dan keterampilan mengajar dan belajar untuk mengembangkan pendidik yang berkualitas (Masnan et al, 2018;Yusof et al, 2017). Menurut Osman & Warner (2020) dan Kyndt et al, (2016) program pengembangan profesional guru dengan pelatihan jabatan struktur, co-teaching, pengamatan, club buku, pengamatan rekan dan putaran instruksional, melakukan penelitian tindakan dan diskusi sesama guru.…”

Section: Pendahuluanunclassified

“…Kedua meningkatkan kualifikasi pendidikan pada jenjang yang lebih tinggi, karena dengan peningkatan kualifikasi pada jenjang yang lebih tinggi akan meningkatkan kemampuan dan keterampilan dalam mengajar. Ketiga mengikuti berbagai kegiatan yang terdapat pada program pengembangan pendidikan, seperti pelatihan peningkatan kompetensi Pendidikan Anak Usia Dini, atau bentuk pelatihan lainnya (Kyndt et al, 2016;Osman & Warner, 2020). Keempat bagi para pemilik maupun pengawas yang membawahi Guru Pendidikan Anak Usia Dini agar sering memberikan bimbingan kepada guru PAUD yang melaksanakan pekerjaannya tidak secara profesional.…”

Section: Selanjutnya Hasil Data Tentang Hubungan Kompetensi Profesionunclassified

Hubungan Profesionalisme Pendidik Pendidikan Anak Usia Dini dengan Efektivitas Pembelajaran PAUD di Kota Gorontalo

Zubaidi

2020

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Profesionalisme pendidik mempunyai hubungan yang erat dengan efektivitas pembelajaran pada pendidikan anak usia dini. Penelitian ini akan melihat apakah ada hubungan antara profesionalisme pendidik pendidikan anak usia dini dengan efektivitas pembelajaran PAUD di Kota Gorontalo. Tujuan penelitian ini adalah mengetahui hubungan antara profesionalisme pendidik PAUD dengan efektivitas pembelajaran PAUDdi Kota Gorontalo. Penelitian ini menggunakan pendekatan penelitian kuantitatif, dengan analisis data menggunakan analisis statistik. Hasil penelitian ini menunjukkan bahwa profesionalisme pendidik PAUD mempunyai hubungan yang signifikan dengan efektivitas pembelajaran dan hubungan tersebut mempunyai nilai yang tinggi. Karena itu, dari hasil penelitian ini direkomendasikan kepada para pendidik PAUD untuk meningkatkan profesionalisme melalui peningkatan keterampilan baik melalui diklat PAUD maupun peningkatan kualifikasi pendidikannya.

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“…Kako bi učitelji u kasnijim fazama svoje karijere bili učinkovitiji, potrebni su programi stručnog usavršavanja koji mogu poboljšati vještine, znanja i samopouzdanje (Klassen & Chiu, 2010). Različite vrste potpore trebat će i nakon odslušanog profesionalnog razvoja radi učinkovitog provođenja svega što su naučili (Osman & Warner, 2020).…”

Section: Motivacija Za Posao I Stres Učiteljaunclassified

Motivacija za rad i izgaranje učitelja informatike, tehničke kulture i strukovnih predmeta

Boljat

2020

Politehnika (Online)

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Provedeno je istraživanje na uzorku od 2829 učitelja osnovnih i nastavnika srednjih škola iz svih hrvatskih županija s ciljem otkrivanja njihove percepcije radnih uvjeta kao potencijalnih stresora i njihovoj povezanosti s motivacijom za rad, simptomima izgaranja i namjerom za napuštanje posla. Anketom su ispitani stavovi učitelja potaknuti Skaalvikovim istraživanjima. Faktorskom analizom dobiveni su vrlo slični rezultati. Dodana su i pitanja o opterećenju učitelja u online nastavi uzrokovanoj COVOD-19 pandemijom, o pritisku na samostalnost učitelja od strane ravnatelja i roditelja te o društvenom statusu učitelja. U radu se stavlja naglasak na analizu rezultata koji se odnose na 504 učitelja i nastavnika informatike, tehničke kulture i srodnih strukovnih predmeta. Pokazale su se razlike u stavovima s obzirom na spol, godine staža, razinu škole u kojoj su zaposleni, vrstu studija kojeg su završili te napredovanje učitelja. Kvalitativnom analizom komentara učitelja detektirali su se glavni izvori nezadovoljstva iz perspektive učitelja, kao i potpora ovakvim istraživanjima i nada da će rezultati utjecati na promjenu odnosa Ministarstva prema učiteljima.

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Measuring teacher motivation: The missing link between professional development and practice

Cited by 100 publications

References 65 publications

Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation

Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation

Hubungan Profesionalisme Pendidik Pendidikan Anak Usia Dini dengan Efektivitas Pembelajaran PAUD di Kota Gorontalo

Motivacija za rad i izgaranje učitelja informatike, tehničke kulture i strukovnih predmeta

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