Teachers' Motivation in the Maldives – Vital but Context-Specific

Hasan, Abdul Raheem; McDonald, Lex

doi:10.7763/ijssh.2015.v5.484

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…The following studies demonstrate the diversity of context-specific factors linked to teacher motivation and well-being in a selection of developing countries. Research in the Maldives found that teachers were motivated to stay in the profession largely due to cultural aspects and specific island-like characteristics (Hasan & McDonald, 2015). In Nigeria, one study found that teachers believed motivation would increase if salaries were paid regularly, if adequate teaching and learning facilities were made available, and if teachers were encouraged to attend sponsored conferences and workshops (Ofoegbu, 2004).…”

Section: Teacher Motivation In Low-and Middle-income Countriesmentioning

confidence: 99%

Relationships Between Coach Support and Teachers’ Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA)

Harden¹,

Pflepsen²,

King³

2018

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia

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This volume was made possible through a professional development award from RTI International; the book's editor and chapter authors also wish to recognize, with deep gratitude, the editorial and production support of Erin Newton (RTI) in compiling this volume. Also notably, portions of the editorial introduction were completed as part of the requirements for the Graduate Certificate in Adult Education at Portland State University, awarded to the editor in July 2017 under the same professional development award. The editor gratefully acknowledges the support of Dr. Andrew Job (Portland State University), Dr. Benjamin Piper (RTI), Dr. Matthew Jukes (RTI), and Jennae Bulat (RTI) for comments on early drafts.

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Section: Teacher Motivation In Low-and Middle-income Countriesmentioning

confidence: 99%

Relationships Between Coach Support and Teachers’ Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA)

Harden¹,

Pflepsen²,

King³

2018

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia

View full text Add to dashboard Cite

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“…Since the inception of this research in 2010, a number of articles on teacher motivation in developing countries (but not in archipelagic SIDS like the Maldives) have become available (e.g., Liu & Onwuegbuzie, 2014;Naseer Ud Din, Tufail, Shereen, Nawaz, & Shahbaz, 2012;Salifu & Agbenyega, 2013b). Hence, to address this dearth of literature on teachers' motivation in archipelagic SIDS, two articles based on the data for this research have been published and made accessible (Hasan & Hynds, 2014;Hasan & McDonald, 2015). A third article is accepted for publication (Hasan, McDonald, & Hynds, in press).…”

Section: Motivation In the Teaching Professionmentioning

confidence: 99%

Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives

Hasan¹

Self Cite

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<p>Teachers form the largest investment in a school and can instrumentally exert the strongest direct influence on student outcomes. A school is as good as its teachers, and hence retention of successful teachers is imperative. Teachers’ motivation to remain carrying out the tasks associated with teaching enthusiastically make a vast difference in terms of student achievement, thereby attracting other teachers, students and parents to the school. At their best, the teachers effectively tap into the hopes and talents of young people to help them grow into productive citizens. The scrutiny of the sources of motivation is presumed to help make informed decisions to enhance teachers’ motivation to remain in teaching. The study reported here aimed at exploring the stakeholders’ perceptions of the motivational influences for successful indigenous teachers to remain as teachers in the small islands state of the Maldives. This empirical case study employed qualitative methods of data collection from indigenous groups of stakeholders that included central level policy-makers, school principals, leading teachers, successful teachers, parents and students. In total, 32 participants contributed data through 29 interviews, 29 questionnaires, and three focus group discussion meetings. Analysis of data via a grounded theory approach with a sociocultural constructivist lens indicated that a dynamic interplay of factors contributed to the understanding of what motivated these teachers to remain teaching. Overall, it was revealed that the participants’ perceptions of what motivated successful teachers to remain as teachers were largely influenced by the cultural aspects and the specific island life characteristics. It was clear that the motivational influences to stay in the teaching profession were contextual, inter-related, inter-dependent and multifaceted, and the ‘double S of motivation’ – salary and status – was also evident. It was revealed that a successful teacher is angel-like in the context, and hence, what constitutes success as a teacher in these islands was basically dependent upon the teacher’s ability to win the hearts and minds of the people through catering for the “curriculum, culture, and community”. Thus, the desires of achieving community approval for their deeds and remaining in healthy relationships with other stakeholders were perceived to be motivational influences for successful indigenous teachers. These findings highlight the importance of conducting habitual, specialised and localised studies to understand teachers’ motivational influences as they are context specific. This implied the need for educational policy-makers, school managers and supervisors of teachers to understand the complexity of contextual motivational influences to maximise teachers’ positive impact upon student development. In light of this, the challenges to sustain teachers’ motivation in these uniquely vulnerable islands are also discussed. To conclude this study report, which was limited only to the perceptions of indigenous stakeholder groups, on the motivational influences for successful indigenous teachers to remain teaching in a country where there is a high proportion of foreign teachers – particularly at higher levels of schooling – future research ideas and recommendations that might motivate, sustain and increase motivation are also outlined. The RICH theory of motivation is also proposed as a framework to be validated for use in studying motivation of teachers in similar settings.</p>

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