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ERIC Number: EJ929597
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0256-8543
Motivation, Work Satisfaction, and Teacher Change among Early Childhood Teachers
Wagner, Brigid Daly; French, Lucia
Journal of Research in Childhood Education, v24 n2 p152-171 2010
This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice. Fifty-four early childhood teachers and teacher assistants participated in a yearlong professional development program comprising monthly workshops and on-site support visits. Quantitative analysis of motivation and work attitude surveys, coupled with qualitative analysis of teacher interviews, addressed two major research questions: (1) What factors within the social context of early childhood teachers' workplaces are related to their motivation for professional growth? and (2) What is the relationship between early childhood teachers' motivation for professional growth and change in teaching practice? Results indicate that three facets of work satisfaction were significant predictors of intrinsic interest in professional development: supervisor support, the nature of the work itself, and co-worker relations. The qualitative analysis reveals ways in which interactions between motivation, professional development activities, and work environment support or undermine change. (Contains 6 tables, 1 figure and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A