School support and teacher motivation to implement project-based learning

By Shui‐fong Lam, R. Cheng, H. Choy. 2010

261 citations recorded by the source corpus.

Abstract The present study investigated how school support was related to teachers' motivation and willingness to persist in project-based learning. The participants were 182 Hong Kong teachers who completed a questionnaire about their school's support and their motivation to implement project-based learning. The results of structural equation modeling indicated that when teachers perceived their schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation. Perceived school support predicted teachers' attitude for future persistence both directly and indirectly through its influence on teacher motivation. The results suggest that social-contextual factors are important for teacher motivation in the implementation of educational innovations.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0c89fb008955769cda5854beb3292c19683df3aa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. J. J. I. D. Wal
2. Rob L. Martens
3. Xin Zhang
4. J. G. Hooijer
5. Nadira Saab
6. R. Martens
7. P. J. Brok
8. Marjan Vermeulen

In Social Psychology

1. J. J. I. D. Wal
2. Andrea Klaeijsen
3. Rob L. Martens
4. Xin Zhang
5. J. G. Hooijer
6. Neşe Börü
7. Nadira Saab
8. R. Martens

Citations in the corpus

• Engaging students in learning: findings from a study of project-led education (2014, background): “This is also the case with teachers’ motivation (Lam, Cheng, and Choy 2010).”
• Teachers' engagement in professional learning: Exploring motivational profiles (2014, background): “Lam, Cheng, and Choy (2010), for example, investigated teachers' motivation to persist in project based learning.”
• Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level (2021, methodology): “Teachers’ motivation to participate in professional training was assessed using the Teacher Motivation Inventory (Lam, Cheng, and Choy 2010).”
• The Factors Affecting Teacher-Motivation (2018, background): “The opinion resemble with the findings of Lam et al. (2010) They emphasize the importance of quality in project-based on education, ethics in the project evaluation process and inconsistent issues in the national education system.”
• Teachers’ Innovative Behaviour: The Importance of Basic Psychological Need Satisfaction, Intrinsic Motivation, and Occupational Self-Efficacy (2018, background): “Lam, Cheng, and Choy (2010) studied how school support relates to teachers’motivation and willingness to implement an educational innovation, namely project-based learning.”