Motivation, Work Satisfaction, and Teacher Change Among Early Childhood Teachers

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Preschool Teacher Well-Being: A Review of the Literature (2014, methodology): “The Early Childhood Job Satisfaction Survey (ECJSS; Jorde-Bloom 1988) was employed in three studies (Jorde-Bloom 1988; Miller and Bogatova 2009; Wagner and French 2010), making it the most commonly used instrument.”
Early Childhood Professional Well-Being as a Predictor of the Risk of Turnover in Child Care: A Matter of Quality (2020, methodology): “This interpretation is supported by Wagner and French (2010), who concluded early childhood professionals are more likely to be motivated professionally when they are invited to participate in program and curriculum decisionmaking, and when they are encouraged to challenge themselves and exhibit…”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “These factors promote intrinsic motivation and a positive work attitude for teachers (Wagner and French 2010) and in turn may lead to self-determined learning in students (Roth et al.”
Teachers’ Innovative Behaviour: The Importance of Basic Psychological Need Satisfaction, Intrinsic Motivation, and Occupational Self-Efficacy (2018, background): “However, and as shown, for example, by Wagner and French (2010), in some cases relatedness does appear to be relevant for intrinsic motivation (Ryan & Deci, 2000).”