1. WHAT MOTIVATES TEACHERS?
ROBERT
14TH FEBRUARY 2017
ROBIN BROOK CENTRE

2. LITERATURE
STUDENT MOTIVATION
TEACHER MOTIVATION

3. FACTORS AFFECTING TEACHER MOTIVATION
a) Personal/social factors
b) Classroom environment
c) Socio economic status
d) Student’s behaviour
e) Examination stress
f) Rewards/incentives
g) Self confidence/personality of teacher
Dr. Muhammad Tayyab Alam
Ms. Sabeen Farid (2011)
International Journal of Business and Social Science

4. MORE POSITIVE FACTORS PUPIL ACHIEVEMENT LEVELS OF SELF –RELIANCE
POSITIVE RELATIONSHIPS AMONGST TEACHERS
PERCEPTION OF THEIR COMPETENCIES IN THEIR FIELDS
SCHOOL’S POSITION IN THE LEAGUE TABLES
EFFECTIVE ADMINISTRATION AND MANAGEMENT
HEALTH/SECURITY/RETIREMENT
Kocabas, Ibrahim 2017

5. NEGATIVE FACTORS FOR MOTIVATION
COMPETITIVE CLIMATE AMONGST TEACHERS
FEAR OF DISCIPLINARY ACTION
SCHOOL DEFICIENCIES IN TEACHING AND LEARNING TECHNOLOGIES.
Kocabas, Ibrahim 2017

6. ALBERT BANDURA

8. SELF CONFIDENCE IS ESSENTIAL TO SUCCESS IN ANY DISCIPLINE
LEARNING IS THE RESULT OF INTERACTING VARIABLES
-----RECIPROCAL DETERMINISM

12. RECIPROCAL DETERMINISM
PERSONAL FACTORS:
BELIEFS AND ATTITUDES THAT AFFECT LEARNING ESPECIALLY IN RESPONSE TO BEHAVIOURAL AND ENVIRONMENTAL STIMULI

13. RECIPROCAL DETERMINISM
BEHAVIOURAL FACTORS:
RESPONSES ONE MAKES IN A GIVEN SITUATION EG ANGER OR INCREASED EFFORT TO A DOWNTURN

14. RECIPROCAL DETERMINISM
ENVIRONMENTAL FACTORS:
INCLUDES ROLE PLAYED BY PARENTS, TEACHERS AND PEERS.

15. PERSONAL FACTORS INFLUENCING BEHAVIOUR
SELF –EFFICACY: -----CONFIDENCE IN ONE SELF TO ACHIEVE A GOAL.
OUTCOME EXPECTANCY: -PERCEIVED RELATIONSHIP BETWEEN PERFORMING A TASK SUCCESSFULLY AND RECEIVING SPECIFIC OUTCOME AS A CONSEQUENCE OF THAT PERFORMANCE.

16. 2 WAYS OF LEARNING ENACTIVE -LEARNING A TASK BY DOING IT
VICARIOUS LEARNING- LEARNING A TASK BY OBSERVING OTHERS PERFORM OR DISCUSS IT.

20. TEACHER EFFICACY
TEACHERS’ EXPECTATIONS AND BEHAVIOURS ALSO ARE AFFECTED BY SELF EFFICACY JUDGMENTS .

21. TEACHERS EVALUATE PERFORMANCE
TEACHING EFFICACY: --THE BELIEF THAT THE PROCESS OF EDUCATION AFFECTS STUDENTS IN IMPORTANT WAYS.
PERSONAL TEACHING EFFICACY:--THE BELIEF THAT THE TEACHER CAN ENACT SIGNIFICANT CHANGE IN THE STUDENTS
Woolfolk and Hoy 1990

22. SELF-EFFICACIOUS TEACHERS
MORE APT TO PRAISE AND PERSEVERE WITH LOW-ACHIEVING STUDENTS
MORE TASK-ORIENTED
MORE ACCEPTING OF STUDENTS
MORE APT TO RAISE ACHIEVEMENT LEVELS
MORE LIKELY TO USE NEW CURRICULUM MATERIALS
MORE LIKELY TO CHANGE INSTRUCTIONAL STRATEGIES.

23. HIGH EFFICACY TEACHERS
GREATER SENSE OF PERSONAL ACCOMPLISHMENT
CONVEY MORE POSITIVE EXPECTATIONS TO THEIR STUDENTS
MORE LIKELY TO TAKE PERSONAL RESPONSIBILITY FOR THEIR CHOICES AND DECISIONS.
Ghaith & Yaghi 1997

24. HIGH EFFICACY TEACHERS
TEACH MORE STRATEGIES TO THEIR STUDENTS
HIGHER STUDENT ACCOUNTABILITY
MORE TIME FOCUSED ON ACADEMIC LEARNING
MORE CONFIDENCE IN WORKING WITH PARENTS

25. HOW TO INCREASE TEACHER EFFICACY
SOCIAL SUPPORT: FROM ADMINISTRATION AND PERSONAL RELATIONSHIPS WITH OTHER TEACHERS
TEACHER PLANNING: FEEDBACK FROM OTHER TEACHERS
STATE GOALS
PLAN
EVALUATE
MAINTAIN ONGOING ASSESSMENT OF STUDENT PROGRESS

26. METACOGNITION COGNITION ABOUT COGNITION THINKING ABOUT THINKING
KNOWING ABOUT KNOWING

27. TYPES OF METACOGNITION
CONTENT KNOWLEDGE
TASK KNOWLEDGE
STRATEGIC KNOWLEDGE (USING STRATEGIES TO LEARN INFORMATION)

28. “TEACHERS WITH A METACOGNITIVE ATTITUDE HAVE HIGH LEVELS OF SATISFACTION IN WORK AND ARE ABLE TO MANAGE THEIR EMOTIONS”
Santisi et al 2014

29. HOWEVER……..
THE NUMBER OF YEARS TEACHERS SPEND IN THE CLASSROOM NEGATIVELY AFFECTS THEIR EFFICACY.
Brousseau , Book, &Byers 1988

31. TYPES OF MOTIVATION
INTRINSIC: --PERFORM TASKS FOR INTERNAL REASONS EG JOY AND SATISFACTION
EXTRINSIC: --PERFORM TASKS TO ACHIEVE EXTERNALLY PRIZED CONSEQUENCE
REWARD
OBLIGATION
THREAT OF PUNISHMENT
Deci, Vallerand, Pelletier &Ryan 1991, Ryan & Deci , 2002)

32. ELLEN LEGGETT

33. CAROL DWECK

36. 2 CLASSES OF GOALS IN INTELLECTUAL ACHIEVEMENT
PERFORMANCE GOALS: CONCERNED WITH GAINING FAVOURABLE JUDGMENTS OF THEIR COMPETENCE (‘HELPLESS PATTERN’)
LEARNING GOALS: CONCERNED WITH INCREASING THEIR COMPETENCE. (‘MASTERY ORIENTED PATTERN).

37. THEORY OF INTELLIGENCE
ENTITY : INTELLIGENCE IS FIXED (EXHIBIT MASTERY ORIENTED BEHAVIOUR PATTERN ONLY WHEN PERCEIVED PRESENT ABILITY IS HIGH)
INCREMENTAL: INTELLIGENCE IS MALLEABLE (ALWAYS EXHIBIT MASTERY-ORIENTED BEHAVIOUR)

42. Thank you