Effects of Intrinsic and Extrinsic Teacher Motivation on Instructional Quality and Student Achievement

• In Event: AERA Poster Session 13
  In Poster Session: Motivation Models and Applications

Abstract

We investigate whether intrinsic and extrinsic teacher motivation is related to students’ achievement and if this relation is mediated by instructional quality. View researchers have looked at this subject (e.g., Kunter et al., 2013). They argue that intrinsically motivated teachers spent more time on occupation-specific tasks and invest higher effort in further development. Both seems to contribute to higher instructional quality. However, the current debate centres on the effects of intrinsic teacher motivation, thereby neglecting the role of extrinsic teacher motivation. We therefore focus on the estimation of indirect effects of both, intrinsic and extrinsic teacher motivation on students’ academic achievement. Our results show that instructional quality plays a central mediating role when predicting students’ academic achievement from teacher motivation.

Authors

• Christoph Helm, Johannes Kepler University of Linz

• Denise Demski, Ruhr-University Bochum

• Steffen Zitzmann, University of Kiel

• Charalambos Charalambous, University of Cyprus