The Work Tasks Motivation Scale for Teachers (WTMST)

Fernet, Claude; Sénécal, Caroline; Guay, Frédéric; Marsh, Herbert W.; Dowson, Martin

doi:10.1177/1069072707305764

Cited by 242 publications

(305 citation statements)

References 35 publications

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“…Besides, promoting professional development may represent a key-factor for lowering feelings of depersonalisation by supporting teachers' perceived competence in the classroom and leading them to appreciate and value their work more (Fernet, Guay, Senécal, & Austin, 2012). However, it is important that continuing professional development is not compulsory, because research in the workplace has evidenced that only teachers who show more autonomous (intrinsic motivation and identified regulation) than controlled (introjected and external regulation) motivation display greater well-being (Ryan & Deci, 2000) and lower burnout (Fernet, Senécal, Guay, Marsh, & Dowson, 2008).…”

Section: Discussionmentioning

confidence: 99%

The potential role of perceived support for reduction of special education teachers’ burnout

Langher¹,

Caputo²,

Ricci³

2017

IJEP

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Teacher burnout is conceived as a general concern in special education because of the emotionally demanding work context. This study explored the potential role of perceived support for reduction of burnout in a sample of 276 special education teachers working in lower (n=130) and higher (n=146) secondary schools. Participants completed the Maslach Burnout Inventory - Educators Survey (MBI-ES) and a scale on the perceived collaboration and support from general education teachers. To explore the association between perceived support and each burnout measure considered (emotional exhaustion, depersonalisation, and personal accomplishment), correlation analyses were performed. Then, in order to check the robustness of our empirical findings, multilevel regression models (at teacher-school-administrative area level) were used controlling for several variables (teacher socio-demographic characteristics, teacher training and professional background, inclusive teaching practice and school context). Results suggest the potential role of perceived support in reducing emotional exhaustion and improving personal accomplishment in all the models considered. Instead, the relationship between perceived support and depersonalisation seems to be quite controversial, moreover when adding controls related to teacher’s training and professional background.

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Section: Discussionmentioning

confidence: 99%

The potential role of perceived support for reduction of special education teachers’ burnout

Langher¹,

Caputo²,

Ricci³

2017

IJEP

View full text Add to dashboard Cite

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“…In contrast, teachers who engage in their tasks in order to avoid internal or external pressures (i.e. controlled motivation) report more burnout (Fernet, Guay, Senécal, & Austin, 2012;Fernet, Senécal, Guay, Marsh, & Dowson, 2008).…”

mentioning

confidence: 99%

What fuels the fire: Job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout

2017

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“…These scales, however, had some problems, such as following the tradition of asking people why they did an activity, which in the workplace could be problematic and led to the development and validation of the MWMS. This is a scale that considers the motivation for work in its field of analysis (Vallerand, 1997) and, for this reason, it was selected to develop its adaptation and validation to the educational context, differing from other measures of motivation for work-oriented tasks (Fernet, Senécal, Guay, Marsh, & Dowson, 2008). MWMS attempts to develop and distinguish itself from previous scales in four different ways.…”

Section: The Multidimensional Work Motivation Scale -Mwmsmentioning

confidence: 99%

Validation Study in the Educational Context of the Portuguese Version of the Multidimensional Work Motivation Scale

Neves

Coimbra

2018

Paidéia (Ribeirão Preto)

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Abstract:The self-determination theory proposes a multidimensional concept of motivation and distinguishes how different types of motivation can be promoted or discouraged. For the application of the theory of self-determination to the educational context, this study aimed to adapt and validate the Multidimensional Work Motivation Scale (MWMS) in the educational context. The scale was answered by 419 teachers from 30 schools from the North and Center of Portugal. Factor analysis indicated that the 19-item scale has the same factor structure as that obtained in the original study. In this study, it was possible to identify that the items that constitute the MWMS are good indicators of constructs to be measured in an educational context and the factors are properly individualized. The scale showed five robust dimensions that permit a broad understanding of motivation, similar to the studies of the original scale. The dimension with the best internal consistency is demotivation, while introjected regulation obtained the lowest coefficient.Keywords: self-determination, motivation, questionnaire, teachers Estudo de Validação em Contexto Educativo da Versão Portuguesa da Escala Multidimensional de Motivação no TrabalhoResumo: A teoria da autodeterminação propõe uma conceptualização multidimensional da motivação e distingue como os diferentes tipos de motivação podem ser promovidos ou desencorajados. Para a sua aplicação ao contexto educativo, o presente estudo teve como objetivo a adaptação e validação da Escala Multidimensional de Motivação no Trabalho (MWMS). A escala foi respondidapor 468 professores em 30 agrupamentos de escolas do norte e centro de Portugal. A análise fatorial indicou uma escala de 19 itens com estrutura de fatores semelhante à obtida nos estudos originais. Neste estudo foi possível constatar que os itens que constituem o MWMS são bons indicadores dos construtos que se pretendem medir em contexto educativo e que os fatores se encontram devidamente individualizados. A escala demonstrou cinco dimensões robustas que admitem um entendimento lato da motivação, comuns aos estudos da escala original. A dimensão com melhor consistência interna é a desmotivação e a regulação introjetada é a mais baixa. Palavras-chave: autodeterminação, motivação, questionário, professores Estudio de Validación en Contexto Educativo de la Versión Portuguesa de la Escala Multidimensional de Motivación en el TrabajoResumen: La teoría de la autodeterminación propone una conceptualización multidimensional de la motivación y distingue como los diferentes tipos de motivación pueden ser promovidos o desalentados. Para su aplicación en el contexto educativo, la presente investigación tuvo como objetivo la adaptación e validación de la Escala Multidimensional de Motivación en el Trabajo (MWMS). La escala fue aplicada a 468 profesores en 30 Escuelas del Norte y Centro de Portugal. El análisis factorial indicó una escala de 19 ítems con una estructura de factores semejante a la obtenida en los estudios originales. En esta investigaci...

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The Work Tasks Motivation Scale for Teachers (WTMST)

Cited by 242 publications

References 35 publications

The potential role of perceived support for reduction of special education teachers’ burnout

The potential role of perceived support for reduction of special education teachers’ burnout

What fuels the fire: Job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout

Validation Study in the Educational Context of the Portuguese Version of the Multidimensional Work Motivation Scale

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