Using Hierarchical Linear Models to examine Personal and School Effect on Teacher Motivation

• In Event: Educators on the Front Lines: Complex Conceptualizations of Teacher Quality

Abstract

In order to depict a better picture of teacher motivation, this study examined factors affecting teacher motivation at both individual and school level. Several hierarchical linear models were applied to examine the 2007-2008 Schools and Staffing Survey data. The final contextual model indicates at the teacher level that Highly Qualified Teachers (HQT) tend to have higher motivation. In addition, teachers with higher perceived school support and higher perceived collaboration are more motivated to teach. The results also suggest that at school level, teacher control over school activities, mean perceived school support and collaboration at school level can positively motivate teachers. However, principal motivation at school level may impede the positive effect of individual teachers’ perceived collaboration on their motivation.

Authors

• Yi-En Wei, The Ohio State University

• Belinda Gimbert, The Ohio State University