The Effects of the School-Work Environment on Mathematics Teachers’ Motivation for Teaching: A Self-Determination Theoretical Perspective

Corkin, Danya M.; Ekmekc, Adem; Parr, Richard B.

doi:10.14221/ajte.2018v43n6.4

Cited by 12 publications

(7 citation statements)

References 34 publications

(81 reference statements)

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“…This is unfortunate as group work contributes with positive cognitive effects and can prevent social deprivation, which is a risk factor during quarantine and social distancing requirements (cf. Corkin et al, 2018).…”

Section: Challeng E Sandopp Ortunitie Sforremotele Arningmentioning

confidence: 99%

Parental involvement in remote learning during the COVID‐19 pandemic—Dominant approaches and their diverse implications

Knopik

Błaszczak

Maksymiuk

et al. 2021

Euro J of Education

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During the COVID-19 pandemic, most countries introduced restrictions on the functioning of schools and moved the educational process to virtual networks and family homes (Song et al., 2020). In Poland, after two weeks of suspended classes, remote teaching was launched. Each institution had to rapidly develop its own implementation strategy. The methodology of conducting classes before lockdown did not take into account blended learning, and

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Section: Challeng E Sandopp Ortunitie Sforremotele Arningmentioning

confidence: 99%

Parental involvement in remote learning during the COVID‐19 pandemic—Dominant approaches and their diverse implications

Knopik

Błaszczak

Maksymiuk

et al. 2021

Euro J of Education

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“…Another barrier to ERL frequently mentioned by students was social-deprivation [ 15 ]. Despite the technical possibilities provided by the applications they use, teachers did not offer their students tasks and group work that required cooperation [ 16 ], whilst normally, such active and engaging learning activities appeared to be more effective than learning individually with the use of materials prepared by teachers [ 15 ]. Remote learning undoubtedly presents challenges for students with SEN. Research conducted in the USA by Averett [ 17 ] among families of students with disabilities indicated that most of them struggled with two types of difficulties: (1) the children’s specific needs while learning at home were different from those at school (new, previously unknown problems emerged), and (2) schools did not provide comprehensive distance support.…”

Section: Introductionmentioning

confidence: 99%

Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland

Knopik

Błaszczak

Oszwa

et al. 2022

IJERPH

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The study had four objectives: (a) identifying and characterizing strategies for involving parents of students with SEN (students with special educational needs) in remote education during the COVID-19 pandemic; (b) comparing these strategies with those used by parents of students without SEN (non-SEN students); (c) identifying predictors of parental involvement in the remote education of students with SEN; (d) checking whether the identified strategies differentiate the perceived barriers and benefits of remote learning. In total, 421 parents of primary school students participated in the study, 83 of whom (20%) were parents of children with SEN (SEN group). Based on the factor analysis of the results (respondents completed a 66-item electronic questionnaire), three main strategies for parental involvement in children’s remote education were identified: (1) committed teacher (CT), with 40% in the SEN group and 55% in the non-SEN group; (2) autonomy-supporting coach (ASC), with 22% in the SEN group and 26% in the non-SEN group; (3) committed teacher and reliever (CTR), with 38% in the SEN group and 19% in the non-SEN group. The strongest predictor of parental involvement with SEN students in the role of committed teacher was excessive demands from school. Parents whose children showed low motivation to learn were the most likely to do some of their children’s school tasks for them and apply the committed teacher and reliever strategy. The positive aspects of remote education were mostly noticed by moderately committed parents who gave their children a lot of autonomy (autonomy-supporting coaches). The obtained results can be included in the optimization of schools’ activities in terms of organizing remote education for students with SEN and cooperating with parents.

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“…Selain faktor motivasi guru dan kepemimpinan kepala sekolah, faktor lain yang mempengaruhi kinerja guru adalah lingkungan kerja (Xu, Z., Özek & Hansen, 2015). Lingkungan kerja merupakan salah satu faktor yang mempengaruhi kinerja guru (Corkin et al, 2018). Jika guru merasakan suasana kerja yang kondusif di sekolahnya, diharapkan kinerja guru akan meningkat dan mencapai prestasi akademik yang memuaskan.…”

Section: Pendahuluanunclassified

Motivasi Kerja Pada Guru di Sekolah Ditinjau Dari Gender

Amna¹,

Syahputra

2022

cend.jou.couns.edu.

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This study aims to describe the differences in teacher work motivation in terms of gender in North Sumatra. This research is a comparative study on educators in Sumatra. The sample in this study amounted to 98 teachers (male = 30.6%; female = 69.4%), the teachers who became the research sample were aged 25-58 years with a length of service as educators 1-5 years = 42.8%; 6-10 Years = 8.2%; 11-15 Years = 15.3%; 16-20 Years = 17.3%; > 20 years = 16.3. Sampling using incidental sampling technique (non-probability sampling). Data were collected through two questionnaires, including the work motivation instrument developed from the Vroom (1964) theory which consisted of 12 items. The analytical technique used was the Independent Sample t-Test with the help of JASP Version 0.14.1.0. The results show that there are differences in the work motivation of male and female teachers as evidenced by the difference in the mean (1.966), male teachers have higher work motivation than female teachers. However, there is no significant difference in the work motivation of male and female teachers as evidenced by the p-value> 0.05, namely sig = 0.061.

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The Effects of the School-Work Environment on Mathematics Teachers’ Motivation for Teaching: A Self-Determination Theoretical Perspective

Cited by 12 publications

References 34 publications

Parental involvement in remote learning during the COVID‐19 pandemic—Dominant approaches and their diverse implications

Parental involvement in remote learning during the COVID‐19 pandemic—Dominant approaches and their diverse implications

Assisting Strategies of the Parents of Students with Special Educational Needs in the Emergency Remote Learning in Poland

Motivasi Kerja Pada Guru di Sekolah Ditinjau Dari Gender

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