Teacher Motivation in Early Career: Findings of a Longitudinal Study

• In Event: Lives of Teachers: Preservice and In-Service Implications and Perspectives

Abstract

We have been conducting a longitudinal study of two cohorts of teachers since they began teaching, 20 (originally 22) who began in 2004 and 20 (originally 23) who began in 2007. Over this period, most maintained quite a high level of motivation. Although they faced many challenges, they also found many sources of satisfaction and devised strategies to deal with the challenges. For most, the greatest challenges arose from system policies and initiatives. We concluded (a) that teachers and student teachers need instruction in the area of motivation (satisfactions, challenges, strategies), and (b) that policy developers and system administrators need to attend to the impact of system policies and initiatives on teacher motivation.

Authors

• Clive M. Beck, OISE/University of Toronto

• Clare Kosnik, University of Toronto/OISE

• Elizabeth Rosales, University of Toronto - OISE

• Shelley Murphy, OISE/University of Toronto

• Kirsten Tenebaum, University of Toronto

• Belinda Monique Longe, University of Toronto - OISE

• Julie Middleton, OISE/University of Toronto

• Rosanne B. Brown, Peel District School Board