Teachers' Motivation to Teach: What Matters?

Session Type: Symposium

Abstract

Teachers’ motivation to teach can be an important antecedent of teachers’ instructional practices as well as student motivation and learning. However, we are still lacking a sound understanding of which aspects of teacher motivation matter most for teacher and student outcomes, how teachers can maintain a high motivation and at what levels teacher and student motivation are interrelated. This symposium will bring together four empirical studies that shed light on the antecedents and consequences of teacher motivation from different perspectives. The contributions focus on different components of teacher motivation (i.e., teachers’ growth mindset, perceived competence in and valuing of teaching, enthusiasm to teach) and use different methods to address their research questions (i.e., meta-analysis, structural equation modeling, longitudinal research).

Sub Unit

• SIG-Motivation in Education

Chairs

• Hanna Gaspard, TU Dortmund University

• Fani Lauermann, TU Dortmund University

Papers

• A Meta-Analysis on Teachers' Growth Mind-Set - Lisa Bardach, University of Tübingen; Keiko Bostwick, University of New South Wales; Daniel Memarpour Hobbi, University of York; Rob Klassen, University of York

• "Can I Teach This Student?" A Multilevel Analysis Linking Teachers' Perceived Competence With Student Motivation - Inga ten Hagen, TU Dortmund University; Fani Lauermann, TU Dortmund University; Jacquelynne S. Eccles, University of California - Irvine

• A State-Trait Analysis of Lesson- and Classroom-Specific Variation in Teacher Enthusiasm and Student Engagement - Hanna Gaspard, TU Dortmund University; Fani Lauermann, TU Dortmund University

• Teacher Motivation and Coping Strategies in the Wake of COVID-19 - Annette Ponnock; Benjamin M Torsney, Temple University; James Floman, Yale University

Discussant

• Michele Gregoire Gill, University of Central Florida