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ERIC Number: EJ893257
Record Type: Journal
Publication Date: 2010-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1941-5257
Motivating Teachers to Improve Learning for Culturally Diverse Students in New Zealand: Promoting Maori and Pacific Islands Student Achievement
Hynds, Anne; McDonald, Lex
Professional Development in Education, v36 n3 p525-540 Sep 2010
This study, concerning teacher motivation, developed from an initial evaluation of a school-university professional development programme, designed to improve classroom practice and achievement for culturally diverse students. The evaluation answered a broad range of questions. A key theme to emerge related to factors that influenced teacher engagement. Subsequently, this follow-up study sought to investigate participants' perceptions of those key motivational factors that initiated and sustained engagement. Findings indicated that a range of extrinsic and intrinsic motivational interactive elements influenced teachers' participation. Intrinsic motivators included the benefits of theory-practice links, opportunities to improve student outcomes, a collaborative partnership approach and personal factors such as teachers' commitment to social justice. Other inducements were more extrinsically centred, such as the achievement of qualifications and fee payment. Study findings emphasise the need for school-university partnership programmes to consider the complex dynamic and interactive quality of motivational factors and for the need to recognise the importance of both extrinsic and intrinsic elements.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand