Work Motivation Among Inclusive Education Teachers in China: A Person-Centered Perspective

• In Event: Enhancing Teacher Development and Collaboration in China: Perspectives on Motivation, Equity, and Professional Growth

Abstract

This study aimed to identify the profiles of work motivation among inclusive education teachers and examine their associated factors. Employing a person-centered approach, this study investigated 972 teachers from Chinese inclusive primary schools. The results of latent profile analysis revealed three work motivation profiles: de-motivated, meaning-seeking, and deep internalization. Results of the analysis of variance suggested that, when examining the relationships of motivation profiles with attitudes towards inclusive education and job crafting, the profile of de-motivated exhibited the least adaptive value and the profile of deep internalization demonstrated the most adaptive value. Results of the multinomial logistic regression indicated that length of service and in-service training influenced teachers’ motivation profile membership. Theoretical contributions and practical implications are discussed.

Authors

• Zhengli Xie, The Education University of Hong Kong

• Yuan Yao, Hong Kong Polytechnic University