Exploring Teachers' Situational Motivation: Variation in Motivation Across Professional Activity Contexts

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Teacher Identity and Motivation: Novel Approaches to Enduring Questions (Table 9)

Abstract

Teachers’ motivation is a critical ingredient in classroom learning. Classrooms are dynamic contexts, and there is recognition that teachers’ motivation likely varies from situation to situation, depending on their comfort with and interest in a lesson’s topic, their mood and that of their students in that moment, and the activities in which teachers and students are engaged. We know of very little research that examines whether and how teachers’ motivation is situationally-dynamic. This paper attempts to address this gap by presenting evidence indicating that teachers’ motivation varies from situation to situation and evidence suggesting this variation may be driven in part by the type of activity in which teachers are engaged.

Authors

• Kristabel Stark, University of Vermont
  Presenting Author

• Molly Harris, University of Missouri - Kansas City
  Presenting Author

• Eric M. Camburn, University of Missouri - Kansas City
  Presenting Author

• Lindsey Kaler, Boston University
  Presenting Author

• Nathan Jones, Boston University
  Presenting Author