Teacher motivation, work satisfaction, and positive psychological capital: A literature review

Abstract

Joao Viseu et al. Teacher motivation is vital for the educational system. For teachers to be motivated their work satisfaction and positive psychological capital are crucial. The state-of-the-art on teacher motivation requires a literature review regarding the studies that relate teacher motivation and the abovementioned constructs. In this paper, through electronic databases, the published studies between 1990-2014 about these issues were identified. A total of 43 studies were obtained. The main conclusions were the following: (a) 2012 was the year with more publications (n = 7; 16.28%); (b) quantitative methodologies (n = 40; 93.02%) and self-report questionnaires (n = 43; 89.59%) were the dominant methodology and instrument type; and (c) work satisfaction was the most studied concept with teacher motivation (n = 42; 97.67%). Our results underline the importance of work satisfaction on teacher motivation and emphasize the need to realize more studies on the relationship between teacher motivation and positive psychological capital. ResumenLa motivación docente es vital para el sistema educativo. Para que los profesores estén motivados, su satisfacción laboral y el capital psicológico positivo son cruciales. El estado del arte de la motivación docente necesita una revisión de la literatura sobre los estudios que relacionen la motivación de los profesores y los constructos mencionados. En este artículo, a través de bases de datos electrónicas, se identificaron los estudios publicados sobre estos temas entre 1990-2014. Se encontró un total de 43 estudios empíricos. Las conclusiones principales fueron las siguientes: (a) 2012 fue el año con más publicaciones (n = 7; 16.28%); (b) la metodología cuantitativa (n = 40; 93.02%) y los cuestionarios auto-cumplimentados (n = 43;89.59%) fueron la metodología y tipo de instrumentos predominantes; y (c) la satisfacción laboral fue el concepto más estudiado con la motivación docente (n = 42; 97.67%). Nuestros resultados apuntan a la importancia de la satisfacción laboral para la motivación docente y enfatizan la necesidad de realizar más estudios sobre la relación entre la motivación docente y el capital psicológico positivo.Palabras Clave: revisión de la literatura, capital psicológico positivo, motivación docente, satisfacción laboral Recibido: 26.10.15 Aceptación Inicial: 05.11.15 Aceptación final: 24.06.16

An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling

“…Reciprocally, these maladaptive outcomes in students may give rise to lower autonomous motivation and more controlled motivation and amotivation of teachers, as well as outcomes such as burnout and exhaustion (Fernet et al, 2012;Van den Berghe, et al, 2014). Consequently, the results of this study sustain the nomological validity of the NSTSS, showing a significant relationship with three variables (i.e., motivation to teaching, engagement and burnout at work), which, according to scientific literature, are considered to have a considerable influence on teacher well-being (e.g., Viseu et al, 2016).…”

Associations of Occupational Stressors, Perceived Organizational Support, and Psychological Capital with Work Engagement among Chinese Female Nurses

“…Therefore, the model not only integrates related previous models, such as Effort-Reward Imbalance (ERI) model, but also compounds two separate research traditions, namely, the “stress research tradition” and the “motivational research tradition.” Nevertheless, the previous models mainly focused on the negative outcomes of job strain (stress research tradition). The JD-R model is good to make up this flaw and is also proven to be useful in the conceptualization of wellbeing, work engagement, and performance [ 10 , 11 ].…”

Validation Evidence of the Motivation for Teaching Scale in Secondary Education

“…Motivation for teaching can be understood as how teachers behave with respect to their teaching work. It is a factor that may intervene directly in the teaching-learning process and that may subsequently affect education quality (Roth, Assor, Kanat-Maymon, & Kaplan, 2007; Viseu, de Jesus, Rus, & Canavarro, 2016). Motivation for teaching seems crucial for optimal professional development, given that highly motivated teachers are characterized by greater engagement (Cheon, Reeve, Yu, & Jang, 2014), lower burnout (van den Berghe et al, 2014) and greater work dedication (Thoonen, Sleegers, Oort, Peetsma, & Geijsel 2011).…”