Teacher motivation: Definition, research development and implications for teachers

By Jiying Han, Hongbiao Yin. 2016

506 citations recorded by the source corpus.

Abstract The past decade has witnessed an increase in research on teacher motivation which has been proved a crucial factor closely related to a number of variables in education such as student motivation, educational reform, teaching practice and teachers’ psychological fulfilment and well-being. To address the constant calls for teacher motivation research, this paper attempts to pose a comprehensive review of teacher motivation studies conducted from diversified theoretical perspectives. Five research areas related to teacher motivation research have been identified: influencing factors of teacher motivation; teacher motivation and teaching effectiveness; teacher motivation and student motivation; teacher motivation research across different disciplines; and the instruments for assessing teacher motivation. Based on a critique of existing literature in terms of theoretical perspectives, research methodology, research content and concerns about contextual issues, potential directions for future research are finally proposed.

Subfields: Education, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/ae02ede1267a8f74bd68c48d407548ca86ace316

How researchers see this paper

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

In Education

1. Selcuk Besir Demir
2. Annbritt Palo
3. Lena Manderstedt
4. Stefan Lundström
5. U. Bergmark

In Social Psychology

1. Selcuk Besir Demir
2. Annbritt Palo
3. Lena Manderstedt
4. Stefan Lundström
5. U. Bergmark

In Philosophy

1. Selcuk Besir Demir
2. Annbritt Palo
3. Lena Manderstedt
4. Stefan Lundström
5. U. Bergmark

Citations in the corpus

• The Role of Self-Efficacy in Job Satisfaction, Organizational Commitment, Motivation and Job Involvement (2020, background): “According to Han and Yin (2016) teacher motivation is a vital factor that has a relationship with several variables in education like student motivation, teaching practice and teachers’ psychological satisfaction and well-being.”
• Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “The need for in-depth and multiple information, rather than using predetermined categories, is also emphasised by Han and Yin (2016) and Klassen et al. (2011).”