Teacher motivation, quality instruction, and student outcomes: Not a simple path

2021 ◽  
Vol 76 ◽  
pp. 101545
Author(s):  
Anita Woolfolk Hoy
Keyword(s):  
Student Outcomes ◽  
Teacher Motivation ◽  
Simple Path ◽  
Quality Instruction

“Simply No Worse and Simply No Better” May Simply Be Wrong: A Critique of Veenman’s Conclusion About Multigrade Classes

1996 ◽  
Vol 66 (3) ◽  
pp. 307-322 ◽  
Author(s):  
DeWayne A. Mason ◽  
Robert B. Burns
Keyword(s):  
Student Achievement ◽  
Selection Bias ◽  
Teacher Motivation ◽  
Key Factors ◽  
Negative Effects ◽  
Age Classes ◽  
Classroom Structure ◽  
Quality Instruction ◽  
Negative Effect ◽  
Classroom Structures

Although Simon Veenman’s (1995) synthesis of research on multigrade and multi-age classes contributes important definitions and findings to the literature, his assessment of the effects of multigrade classes—the more common of these classroom structures—ignores two key factors: (a) selection bias and (b) lower-quality instruction. The omission of these two key factors and Veenman’s implicit advocacy of multi-age classes and cross-grade grouping render his no-difference conclusion problematic. In this article, we critique Veenman’s conclusion and explanations, and argue that selection bias and lower-quality instruction should be included as part of the explanation for his no-difference finding. We conclude that multigrade classes have at least a small negative effect on achievement as well as potentially negative effects on teacher motivation. We suggest that researchers examine more carefully the conditions under which student achievement and affect may be fostered in this classroom structure.

Teacher motivation and emotions vis-à-vis students’ positive perceptions of effective teaching and learning

2018 ◽  
Vol 1 (2) ◽  
pp. 361-390 ◽  
Author(s):  
Vanessa Enríquez Raído
Keyword(s):  
Effective Teaching ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Teacher Motivation ◽  
Motivation Theory ◽  
Teaching Portfolio ◽  
Teacher Professional ◽  
Effective Teaching And Learning ◽  
Reflexive Analysis

Abstract Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is certainly true for research focused on teachers, teachers’ motivation, and related emotions. Unlike in translation studies, however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as associated with students’ positive perceptions of effective teaching and learning. A self-case study involving the reflexive analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students’ perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and teacher professional development.

Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools

2007 ◽  
Vol 44 (3) ◽  
pp. 594-630 ◽  
Author(s):  
Kara S. Finnigan ◽  
Betheny Gross
Keyword(s):  
No Child Left Behind ◽  
Student Outcomes ◽  
Teacher Motivation ◽  
Professional Status ◽  
Theoretical Assumption ◽  
Low Performing Schools ◽  
Left Behind ◽  
Accountability Policy ◽  
Using Data ◽  
Policy Mechanisms

The federal No Child Left Behind Act and previous performance-based accountability policies are based on a theoretical assumption that sanctions will motivate school staff to perform at higher levels and focus attention on student outcomes. Using data from Chicago, this article draws on expectancy and incentive theories to examine whether motivation levels changed as a result of accountability policies and the policy mechanisms that affected teacher motivation. Through a combination of qualitative and quantitative data, the authors found that the value teachers placed on their professional status and their goals for students focused and increased their effort, but low morale had the potential to undercut the sustainability of teachers’ responses.

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