Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start?

By Claude Fernet, Sarah-Geneviève Trépanier, Stéphanie Austin, Julie Levesque-Côté. 2016

125 citations recorded by the source corpus.

Abstract This study aimed to deepen the understanding of the role of work motivation in teachers at career start. Participants were 589 beginning French-Canadian teachers working in public elementary and high schools. In addition to situating the forms of motivation (autonomous versus controlled) that drive teachers in the three first years of their career, the results provide support for a model explaining the motivational pathways by which school environment factors (work overload, control, recognition, and sense of community) relate to teachers’ psychological health (emotional exhaustion), attitude toward the job (occupational commitment), and behaviors in the classroom (climate that fosters student attentiveness).

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/642e9e2c22904998a8447e1fb1306ada3857b01c

Citations in the corpus

• The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “According to SDT (Ryan and Deci 2017), teachers’ motives to teach can differ in a qualitative manner: teachers who are autonomously motivated to teach find the teaching to be highly enjoyable and valuable, such that they are very passionate and committed to the teaching (Fernet et al. 2016).”