What motivates mathematics teachers?

Kandemir, M.; Gür, Hülya

doi:10.1016/j.sbspro.2009.01.172

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…For example, research has identified that internal or intrinsic motivation is more important than external motivation. More specifically, Kandemir and Gür (2009) found that the main internal motivators include interaction with students, the role of teaching, and teachers' attitudes towards their discipline. Han and Yin's (2016) review of relevant studies of teachers' motivation revealed that the factors which motivated teachers were numerous: autonomy, professional development, professional relationships and ties, working environment, institutional support, intellectual stimulation, benefits, level of stress, career structures, repetitiveness, opportunities for research, and students' attitudes and behavior (Han & Yin, 2016).…”

Section: Theoretical Framework Of the Studymentioning

confidence: 99%

One size doesn’t fit all: PBL tutor training and development

Nicolaou

Heraclides

Constantinou

et al. 2021

ijpbl

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PBL tutors in medical schools worldwide are a diverse population of faculty (subject-expertise, employment status and tutoring experience). Tutors often receive a common initial training program followed by structured support. This study aims to understand tutor motivation, challenges and support needed, the relationship between them and whether a common training and support program is understood as effective. Tutor data (n =50) were analyzed based on age, gender, background, experience, employment status and campus location. Interestingly, the study revealed some evidence that a challenge for tutors is what disrupts their motivation and thus a relevant support mechanism is needed in order to re-establish or maintain this motivation. Specifically, the motivator “interaction with students” correlated with challenges “management of group dynamics”, “student adherence with PBL rules” and “professional behavior of students” whilst motivator “educational value of PBL” correlated with “student adherence with PBL rules”, “professional behavior of students” and “student information and expectations of PBL”. Further, tutors benefited from peer-reviews and opportunities to provide feedback whilst, their needs diverged in terms of content and assessment-related support, motivation and management of group dynamics. Thus, implementation of a framework for restructuring the tutor support system is necessary paving the way for an individualized support system.

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Section: Theoretical Framework Of the Studymentioning

confidence: 99%

One size doesn’t fit all: PBL tutor training and development

Nicolaou

Heraclides

Constantinou

et al. 2021

ijpbl

View full text Add to dashboard Cite

show abstract

“…According to the preliminary observations, it can be seen that some SMPN teachers work only to fulfill obligations, not responsibility. This situation indicates that a teacher's motivation needs to be supported by tools that lead to the need to increase achievement to affect the teacher's performance, which is qualified (Claudia, 2015;Kandemira & Gür, 2009;Luskova & Hudakova, 206). Another influencing factor is work pattern, which supports each other among fellow teachers and other school members (Bush & Grothjohann, 2020;Liu & Tsai, 2017;Vangrieken et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Principal Supervision, Achievement Motivation, and Job Satisfaction to Teacher Performance

Salikurnima

2020

JK6EM

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This study aims to determine the relationship of principal school supervision (X1), achievement motivation (X2), and job satisfaction (Z) to teacher performance (Y) in SMPN (Public Junior High School) in Dusun Timur Subdistrict, East Barito Regency. This study used a quantitative descriptive method, with a total sample of 91 teachers. The data collection technique used observation and questionnaire distribution. The researcher used multiple correlations and path diagrams to show the relationship between variables according to the assumptions to analyze the data. The calculation and analysis results indicate all statistical hypotheses, where > at the 5% significance level. The study results show that there is a very small sign and a positive effect on the relationship between variables. Suggestions: School principals' supervision should be more planned and done regularly, at least once every semester. Schools need to give awards to teachers who have achievement motivation and high teaching performance. Teachers' perception regarding principal supervision is defined as the teacher's control in teaching and learning activities. It needs to increase motivation to get more achievement in all fields.

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“…On a similar note, teaching motivation is critical for PE class (Srichan-ngam, 1997;UNESCO, 2015). According to Kandemir and Gür (2009), teacher motivation is related to the pedagogy practiced such as handling and controlling the classroom environment in such a way that they put in their best effort in teaching. On the other hand, Richardson and Watt (2010) found that education policies and the current situation decrease teacher motivation for example teaching status, conditions of teaching, and salary.…”

Section: Introductionmentioning

confidence: 99%

Classroom management strategies and teaching motivation among physical education teachers in primary school

Tulyakul¹,

Sangkaew²,

Buaduang³

et al. 2019

Afr Educ Res J

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The importance of Physical Education (PE) is acknowledged worldwide. However, various countries have found many problems with regards to PE teaching and learning such as the existence of unknowledgeable and incompetent teachers. The purpose of this study is to determine the significant differences between trained and untrained PE teachers in relation to classroom management strategies (CMS) and teaching motivation (TM) by using independent t-test. Additionally, this study sought to examine the relationship between CMS and TM among trained and untrained PE teachers through correlation analysis. The samples of this study were 72 PE teachers in Southern Thailand (40 trained and 32 untrained PE teachers respectively). Questionnaire was used as the instrument for data collection which comprises Classroom Management Strategies Questionnaire (CMSQ) and Autonomous Motivation for Teaching Questionnaire (AMTQ). The results evinced that trained PE teachers are better at CMS and TM compared to untrained PE teachers. It was also found that there is a positive relationship between CMS and TM for trained PE teachers. Meanwhile, there is no significant relationship between CMS and TM for untrained PE teachers. This study provides empirical evidence to confirm that teachers who teach physical education must be expert in the area. Moreover, proper CMS and teacher motivation should be enhanced concomitantly.

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What motivates mathematics teachers?

Cited by 5 publications

References 3 publications

One size doesn’t fit all: PBL tutor training and development

One size doesn’t fit all: PBL tutor training and development

The Relationship of Principal Supervision, Achievement Motivation, and Job Satisfaction to Teacher Performance

Classroom management strategies and teaching motivation among physical education teachers in primary school

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