Teacher motivation in Chile: Motivational profiles and teaching quality in an incentive-based education system

Abstract

This study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers’ instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers’ profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile.

Perfiles de actitudes hacia la equidad de género entre adolescentes latinoamericanos

“…Contrary to this, a partially homogeneous specification allows a country-specific probability pattern for each class (Torres Irribarra & Carrasco, 2021). This last model contains more free parameters; therefore, it could imply a better fit of the data, but -as well -it loses interpretability (Órdenes et al, 2022;Torres Irribarra & Carrasco, 2021). Considering the relevance of cross-country comparability in this study, it was decided to use a structurally homogeneous specification, comparing the fit indices obtained with both models.…”

“…To confirm the most appropriate model, we followed the steps of previous Multigroup Latent-Class Analysis Studies (Órdenes et al, 2022;Torres Irribarra & Carrasco, 2021). First, to correctly identify the number of classes, the sample was divided into two random groups within the sampling unit of schools.…”

Surveying the Motivation of Pre-service Teachers and the Performance of Nigerian Primary School Pupils

“…Understanding how these programs impact motivation is a critical gap in the literature, and addressing this gap can contribute to improvements in teacher education programs in the region. While there is a body of research on teacher motivation (Nwakasi & Cummins, 2018;Órdenes et al, 2023), it is crucial to explore how the motivation of pre-service teachers directly influences the academic performance of primary school pupils in basic science and technology subjects in the local context. This link is central to understanding the practical implications of teacher motivation (Lazarides & Schiefele, 2021).…”