Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
Paul W. Richardson is associate professor in the Faculty of Education, Monash University, Australia. Stuart A. Karabenick is research professor in the Combined Program in Education and Psychology (CPEP) at the University of Michigan. Helen M. G. Watt is associate professor in the Faculty of Education, Monash University, Australia, and Australian Research Fellow, 2011-2015.
Introduction. Teacher Motivation Matters: An Introduction. Section 1. Major Theoretical Approaches to Teacher Motivation. Chapter 1: Why people choose teaching as a career: An expectancy-value approach to understanding teacher motivation. Chapter 2: What teachers want to achieve and why it matters: An achievement goal approach to teacher motivation. Chapter 3: Antecedents and outcomes of teachers' autonomous motivation: A self-determination theory analysis. Chapter 4: Section Commentary: Theory and research on teachers' motivation: Mapping an emerging conceptual terrain. Section 2. Motivation-Related Processes. Chapter 5: Exploring teacher emotions: Causes, effects, and correlates. Chapter 6: Loving teaching: Research on teachers' intrinsic orientations. Chapter 7: Teachers' self-efficacy beliefs: Ready to move from theory to practice? Chapter 8: Teacher responsibility: What does it mean for teachers' motivation and emotions? Chapter 9: East meets west: Teacher motivation in the Chinese context. Chapter 10: Section Commentary: Navigating the labyrinth of teacher motivations and emotions. Section 3. Motivation and Teacher Career Trajectories. Chapter 11: Changing practice(s): A situative account of teachers' motivations to learn. Chapter 12: The teacher time bubble: Expanding teachers' imaginings of the future to support learning. Chapter 13: Curbing teacher burnout: The transactional factors of teacher efficacy and emotion management. Chapter 14: Section Commentary: Teacher career trajectories. Chapter 15: Concluding Commentary: Understanding teacher motivation: What is known and what more there is to learn