Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia (<i>Relación entre la motivación docente y el comportamiento docente en profesores de educación secundaria en Indonesia</i>)

Irnidayanti, Yulia; Maulana, Ridwan; Helms-Lorenz, Michelle; Fadhilah, Nurul

doi:10.1080/02103702.2020.1722413

Cited by 28 publications

(22 citation statements)

References 70 publications

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“…In 2017, ICALT was validated for use in Dutch secondary education (Maulana et al, 2017). The measure was further validated for use in South Korean (van de Grift et al, 2017) and Indonesian (Irnidayanti et al, 2020) secondary education. Hence, ICALT has been used in a number of studies involving solo and duo countries.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

Maulana

André

Helms-Lorenz

et al. 2020

School Effectiveness and School Improvement

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Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has been a growing interest in using classroom observation measures. However, little is known regarding the comparability of observation measures across various national contexts (measurement invariance). Consequently, comparing effective teaching behaviour across contexts is compromised by issues of construct and measurement equivalence. In the present study, we investigated measurement invariance of the International Comparative Analysis of Learning and Teaching (ICALT) for measuring teaching behaviour across various national contexts including the Netherlands,

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Section: Theoretical Frameworkmentioning

confidence: 99%

Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

Maulana

André

Helms-Lorenz

et al. 2020

School Effectiveness and School Improvement

Self Cite

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“…Participants often express their willingness and motivation to learn how to conduct a classroom-based research (Irnidayanti, Maulana, Helms-Lorenz, & Fadhilah, 2020). According to them, conducting improper steps will lead to meaningless impact on their sense of being professional.…”

Section: Nomentioning

confidence: 99%

Continuing classroom action research toward sustainable high school teachers in Indonesia

Misdi

Hartini

Destiana

et al. 2022

JAI

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This paper reports a workshop series of community services conducted in a senior high school in Indonesia. This workshop series focused on the developing the school teachers’ comprehension about Classroom Action Research to promote their instructional professional development. For the data gathering, conferences were main technique in exploring and discovering their view points of the workshops. The results show that, regardless their barriers of being directly observed in classroom practices, the school teachers’ awareness of being professional teaching is improved. They become more motivated to attend the conference and enthusiastically involved in the discussion. Yet, barriers are also reported to show that limitation is also found during the workshop and services.

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“…Teacher motivation is a key topic in educational psychology and is generally defined as the psychological motives that drive an individual to choose teaching as a career. The importance of teacher motivation for various aspects of teaching and learning has been widely recognized in the field of general education (Dörnyei and Ushioda, 2011;Richardson et al, 2014;Han and Yin, 2016;Hiver et al, 2018;Kissau et al, 2019a), such as the dropout rate of student teachers (Jungert et al, 2014), career decisions Richardson, 2007, 2008; Kissau et al, 2019a), teaching performance (Irnidayanti et al, 2020) and learning motivation of students (Wild et al, 1997;Atkinson, 2000;Roth et al, 2007;Radel et al, 2010;Jodaei et al, 2018). Since the1990s, in the field of second language education (Pennington, 1995), a considerable body of literature has explored the motivation to become a second language (L2) teacher.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

Wang

Zhang

2021

Front. Psychol.

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The present study compared the motivations to teach Chinese between native and nonnative pre-service teachers of Chinese as a second/foreign language (CSL/CFL). The participants included 325 native and 325 non-native Chinese-speaking pre-service CSL/CFL teachers registered in the Masters in Teaching Chinese to Speakers of Other Languages (MTCSOL) programs; the teachers were asked to complete a 24-item questionnaire. Two major findings emerged. First, a similar six-factor teacher motivation was observed for both the native and non-native teachers. Second, the two groups showed non-significant differences in their ratings of the importance of cross-cultural value, intrinsic value, altruistic value, and fallback career choice as types of motivation but differed significantly in their ratings of extrinsic value and social influence. These results highlight the differences and similarities in the motivation of the second language teacher and offer insights into the variables at different levels that might influence the motivation of the second language teacher. Teacher motivation is advised to be taken into account in the training and administration of CSL/CFL teachers to alleviate the problems of teacher shortage outside China.

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Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia (Relación entre la motivación docente y el comportamiento docente en profesores de educación secundaria en Indonesia)

Cited by 28 publications

References 70 publications

Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

Continuing classroom action research toward sustainable high school teachers in Indonesia

A Comparative Study of the Motivations to Teach Chinese Between Native and Non-native Pre-service CSL/CFL Teachers

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