The Relationship Between Vocational Teachers' Motivational Beliefs and Their Engagement in Work Placement

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Motivation in Education SIG Poster Session: Contextual Factors, Teacher Motivation, and Motivational Interventions

Abstract

Guided by expectancy-value theory, this study investigates the relationship between motivational beliefs of vocational teachers and engagement in work placement, and how this is related to teaching experience. A sample of 426 Chinese secondary vocational teachers participated. Exploratory factor analysis identified four motivational beliefs: task value, self-efficacy, task effort, and emotional cost. Regression analysis revealed that teachers’ task value, self-efficacy, and task effort were positively related to their engagement. Teachers’ emotional cost was negatively linked to their combination of behavioural, cognitive, and emotional engagement, but positively linked to their agentic engagement. Besides, a negative moderation of teaching experience was seen.

Authors

• Na Zhou, ICLON, Leiden Univertsity

• Dineke Tigelaar, Leiden University

• Wilfried Admiraal, Leiden University