Validation Evidence of the Motivation for Teaching Scale in Secondary Education

Abós, Ángel; Sevil, Jesús Sergio Artal; Martín‐Albo, José; Solana, Alberto Aibar; García-González, Luis

doi:10.1017/sjp.2018.11

Cited by 26 publications

(20 citation statements)

References 35 publications

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“…Motivation was measured using the Spanish version of the Motivation for Teaching Scale [30]. This scale began with the stem, “I get involved in teaching because..”.…”

Section: Methodsmentioning

confidence: 99%

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Abós

Haerens

Sevil‐Serrano

et al. 2019

IJERPH

Self Cite

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Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated”, “somewhat motivated”, “autonomous-controlled motivated”, and “relatively autonomously motivated”. Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

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“…Motivation was measured using the Spanish version of the Motivation for Teaching Scale [30]. This scale began with the stem, “I get involved in teaching because..”.…”

Section: Methodsmentioning

confidence: 99%

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Abós

Haerens

Sevil‐Serrano

et al. 2019

IJERPH

Self Cite

View full text Add to dashboard Cite

show abstract

“…Work engagement is positively associated with employees’ well-being (Schaufeli & Bakker, 2004 ) as well as other outcomes for employees, clients, and organizations (Shimazu & Schaufeli, 2008 ). Although very few studies have examined work engagement among preschool teachers (Nislin et al, 2016 ; Tayama et al, 2018 ), patterns of evidence emerge by triangulating these studies with investigations of work engagement among teachers in elementary (Burić & Macuka, 2018 ; Pepe et al, 2019 ), secondary (Abos et al, 2018 ; Arora & Dhiman, 2018 ), and special education settings (Minghui et al 2018 ). Work engagement is emerging as a predictor of intent to continue working in the field (Tayama et al, 2018 ) as well as job satisfaction and organizational citizenship behavior (Arora & Dhiman, 2018 ).…”

Section: Work Engagement and Its Sequelaementioning

confidence: 99%

Early Childhood Teachers’ Self-efficacy and Professional Support Predict Work Engagement

Lipscomb

Chandler

Abshire

et al. 2021

Early Childhood Educ J

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Early childhood teachers play a central role in children’s learning and development. Yet, they encounter stressors that can negatively impact their well-being, relationships with children, and, ultimately, job retention. To inform efforts to support early childhood teachers’ work-related well-being, the current study examines positive factors that predict work engagement. Participants were 50 early childhood teachers from Head Start (34%), center-based programs (32%), and licensed home-based programs (34%). Consistent with a resilience framework and the Job Demands-Resources model, we examined both a personal resource (self-efficacy) and a workplace resource (professional support) in relation to work engagement, or the positive, fulfilling connection to one’s work. Teachers’ self-efficacy and professional support predicted greater work engagement, accounting for job demands (teachers’ compassion fatigue/work distress and children’s challenging behaviors) and teachers’ education and professional development. Although not causal, findings are suggestive that supporting early childhood teachers with what they need to do their job effectively and feel that they can make meaningful differences in children’s lives may help them to engage in their work with passion, dedication, and positive energy. Ultimately, supporting teachers’ work engagement may in turn have developmental benefits for children as well.

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“…Another teacher attribute that impacts students learning is teacher motivation. When teachers are motivated, they become open-minded and flexible in dealing with students (Abós et al, 2018), demonstrate positive dispositions and personality through positive teacher-student relationships, and engage more with students by applying a variety of teaching strategies (Sekreter & Doghonadze, 2015). On the contrary, unmotivated teachers tend to be psychologically unstable and unproductive (Asamoah, 2009).…”

Section: Introductionmentioning

confidence: 99%

Using structural equation modeling to examine the relationship between Ghanaian teachers' emotional intelligence, job satisfaction, professional identity, and work engagement

Butakor

Guo

Adebanji

2020

Psychology in the Schools

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The purpose of the study was to examine the causal relationship between teachers' emotional intelligence, job satisfaction, professional identity, and work engagement. And to achieve this purpose, a questionnaire consisting of four scales was administered to 260 teachers selected from the Adentan Municipal in the Greater Accra Region. Exploratory factor analysis, structural equation modeling, and univariate statistical analyses were employed to analyze the data. Results of the analyses established that job satisfaction mediated the relationship between teachers' emotional intelligence and work engagement. The findings also revealed that emotional intelligence positively affected professional identity directly and indirectly through job satisfaction. It was further revealed that female teachers exhibited more professional identity and were more satisfied than their male counterparts. The study concluded with the recommendation that for Ghanaian teachers to be actively engaged with their job, they should be provided with the opportunity to develop and improve their emotional intelligence. It was also recommended that a module on emotional intelligence be included in the curriculum for training pre-service teachers.

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Validation Evidence of the Motivation for Teaching Scale in Secondary Education

Cited by 26 publications

References 35 publications

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Early Childhood Teachers’ Self-efficacy and Professional Support Predict Work Engagement

Using structural equation modeling to examine the relationship between Ghanaian teachers' emotional intelligence, job satisfaction, professional identity, and work engagement

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