Are CLIL Teachers-to-be Motivated? A Qualitative Study

In recent years, CLIL has gained momentum in Europe and many have been the authors who have analysed the relationship between CLIL and motivation. The vast majority of these studies have focused on learner motivation (Doiz et al., Lasagabaster, Lasagabaster and Sierra, Seikkula-Leino). This study aims to redress that balance by examining teacher motivation, more specifically, the extent to which teachers-in-training of CLIL are motivated. Participants are final-year Primary Education degree students at UCLM (M=21.5), who completed an open-ended questionnaire examining both intrinsic and extrinsic motivations. Results demonstrated significantly high levels of intrinsic motivation.

PROFESSIONAL SUBJECTIVITY AS A FACTOR IN THE FORMATION OF MOTIVATION FOR PROFESSIONAL ACTIVITY IN FUTURE PRIMARY SCHOOL TEACHERS

The article provides a theoretical analysis of the scientific achievements of Ukrainian and foreign scientists on the essence of professional subjectivity and its role in the formation of motivation for professional activity in future primary school teachers. The purpose of the study is to reveal the essence of professional subjectivity as a factor in the formation of motivation for professional activity in future primary school teachers. The characteristics of the influence of professional subjectivity on motivation for professional activity are highlighted. The methodological basis of the study is a subjective approach to the formation of motivation for professional activity in future primary school teachers as subjects of cognitive and educational-professional activities in higher education institutions.The meaning of the concepts “subjectivity”, “professional subjectivity”, “professional subjectivity of an elementary school teacher”, “motivation for professional activity” are revealed. The professional subjectivity of a primary school teacher is interpreted as an integrative quality of personality, that is manifested in a conscious and active attitude to oneself, junior schoolchildren and professional activity. It allows teachers to transform one’s abilities into professionally meaningful personal qualities and carry out successful self-realization and self-fulfillment in various spheres of professional activity. The psychological and pedagogical principles of the formation of professional subjectivity of future primary school teachers are analyzed. The relationship between the motivation for professional activity of students and the level of their professional subjectivity is revealed. It was found that the level of development of professional subjectivity depends on the formation of motivation for professional activity, the success of mastering the profession of a primary school teacher and the productivity of the pedagogical activity. Keywords: subject; subjectivity; professional subjectivity; professional subjectivity of the primary school teacher; motivation; motivation for professional activity; professional activity; professional training.

Do Motivated Teachers Enhance Students’ Learning?

Background: Educational literature emphasizes teachers’ intrinsic motivation as a critical aspect of student performance. However, the variety of interpretations, operational definitions, measures, and conceptual frameworks used to investigate this construct makes determining the extent of the impact of teachers’ intrinsic motivation on student outcomes difficult. As a result, the purpose of this scoping review, which is framed in the Self-determination Theory, is to collect, synthesize, and map existing quantitative evidence about the effects of teachers’ intrinsic motivation on students’ learning and other educational outcomes. Methods/Design: Following the PRISMA-ScR guidelines, the review will first focus on empirical sources and quantitative studies that address the concept of intrinsic motivation as the result of the fulfillment the psychological needs of autonomy, competence, and relatedness; second, an inventory of operational definitions, instruments, measures, and analysis techniques used to explore the relationship between teacher motivation and student learning outcomes will be developed; and, third, the quality of the evidence reported will be assessed. Discussion: Findings of this review will contribute to a better understanding of the impact of socioemotional factors on students’ learning and achievement, and will provide educational practitioners, researchers, and policymakers with useful information to make informed decisions.

Perceived Organizational Support on Teacher Motivation

Rural schools that lack of basic facilities and infrastructure is the focus of the study. With this ruralism conditions, teachers in rural primary school face many obstacles and challenges that could hinder their motivation. These might affect their teaching effectiveness. This study was intended to determine perceived organisational support on teacher motivation. The research sample consisted of 138 teachers in Sabah that directly become the respondents of the study. Data was obtained via questionnaire which was consisted of perceived organisational support: 17 items; and teacher motivation: 5 items). With success rate of 74% returned questionnaire and 102 fit to be evaluated, the data revealed that there was a strong correlation between perceived organisational support on teacher motivation. Teachers should be given support in order to enhance or maintain their motivation especially in rural condition.

RELATIONSHIP BETWEEN MOTIVATION AND TEACHER SELF -EFFICIENCY IN HIGH PERFORMANCE SCHOOLS, EXCELLENCE CLUSTER SCHOOLS AND DAILY SECONDARY SCHOOLS IN THE STATE OF PENANG

In recent years, there has been an increase in the number of teachers who lack motivation and self-efficacy in carrying out their duties. This factor causes a significant decline in school performance and productivity. Therefore, by knowing the level of teacher motivation and the level of self-efficacy of teachers, then the recommendations required by the government to produce quality and high-performing teachers will be known more clearly. Thus, the issue of producing quality and high-performing teachers are used to answer research questions and fill the research spaces found in this study. This study aims to identify the relationship between motivation and self-efficacy of teachers in High-Performance Secondary Schools, Cluster Schools of Excellence, and also Ordinary Day Schools in the state of Penang. A quantitative approach was used in the data collection process of this study. The study instrument consisted of three parts; namely demographics, teacher motivation, and self-efficacy of secondary school teachers. The study sample consisted of 122 secondary school teachers in three schools in the state of Penang. Quantitative data were analyzed using various tests, namely the Independent T-Sample test, one-way ANOVA, and Pearson correlation analysis using SPSS software. The findings of the study indicate that there are significant differences in teacher motivation based on teacher age category and teacher tenure. The findings of the study also showed that there were also significant differences in self-efficacy based on length of service. The correlation analysis test also showed that there was a significant relationship between teacher motivation and self-efficacy with a weak magnitude. Therefore, teacher motivation and teacher self-efficacy need attention as it is able to increase efficiency among teachers while improving the quality of the education system.