TEACHER MOTIVATION

1. 1- Conseptualising the "motivation to teach"

1.1. "teaching" is just on type of human behaviour. However, four unique motivational aspects are featured with respect to teacher motivation:

1.1.1. It involves a prominent intrisic component

1.1.1.1. The intrinsic component of teacher motivation

1.1.1.1.1. the internal desire to educate people, to impart knowledge and values, to make a social contribution.

1.1.1.1.2. Two sources of instrinsic rewards

1.1.1.1.3. Deci and Ryan postulated three basic human needs related to intrinsically motivated behaviour

1.1.1.1.4. Primary constituents of teacher motivation

1.1.2. It's linked with contextual factors

1.1.2.1. institutional demands

1.1.2.2. constraints of the workplace

1.1.2.3. Teacher motivation and social contextual influences

1.1.2.3.1. The environment plays a crucial role in job motivation. Contextual influences can be separated into two main categories that affect teacher satisfaction in different ways:

1.1.2.4. Two levels of contextual influences on teacher motivation: macro and micro

1.1.2.4.1. The macrocontextual

1.1.2.4.2. The microcontextual

1.1.2.4.3. Teacher efficacy and teacher commitment

1.1.3. It concerns an extended, lifelong process with a featured temporal axis.

1.1.3.1. The temporal dimension of teacher motivation

1.1.3.1.1. teacher motivation is also about the motivationto be a teacher as a lifelong career

1.1.3.1.2. Raynor's "contingent path"

1.1.4. It is fragile

1.1.4.1. negative influences

1.1.4.1.1. Negative influences on teacher motivation

2. 2- The motivation of L2 teachers

2.1. Pennington's analysis of the motivation of ESL teachers

2.1.1. Pennington and Riley

2.1.1.1. sent a standardised work satisfaction questionnaire to the world's largest international assocaition of L2 teachers

2.1.1.1.1. RESPONSES

2.1.1.2. conducted a study which focused on FIVE job facets

2.1.1.2.1. pay

2.1.1.2.2. promotion

2.1.1.2.3. co-workers

2.1.1.2.4. supervision

2.1.1.2.5. the nature of the work

2.1.1.2.6. The highest ratings

2.1.1.2.7. The lowest ratings

2.1.1.2.8. It was concluded that...

2.1.2. Pennington

2.1.2.1. ESL teachers

2.1.2.1.1. motivated in a positive direction in their jobs/careers in order to guarantee overall satisfaction and sustain it

2.1.2.1.2. at the same time

2.2. Doyle and Kim's investigation

2.2.1. their objective

2.2.1.1. to achieve a critical analysis of the "social, cultural, and political reasons which diminish teacher motivation and cause dissatisfaction

2.2.1.1.1. by analysing data from questionnaires

2.2.2. the results were analysed by focusing on three main themes

2.2.2.1. Intrinsic motivation

2.2.2.1.1. some teacher reported that:

2.2.2.1.2. other teachers emphasised

2.2.2.2. Factors leading to dissatisfaction

2.2.2.2.1. low salary

2.2.2.2.2. lack of respect from the school administration and department heads

2.2.2.2.3. unfavourable employment conditions

2.2.2.2.4. lack of advancement opportunities

2.2.2.2.5. gradual devaluation of the teacher's role

2.2.2.3. Mandated curricula and tests

2.2.2.3.1. three sources of curriculum-related pressures impeding teachers' autonomy

2.3. Shoaib's study of teacher motivation

2.3.1. Shoaib

2.3.1.1. argues that

2.3.1.1.1. teacher motivation

2.3.1.2. distinguishes

2.3.1.2.1. three main level where motivational change can be made

2.3.1.3. provide strategies to motivate teachers

2.3.1.3.1. Teacher level

2.3.1.3.2. Managerial level

2.3.1.3.3. Ministerial/institutional level

2.3.1.4. elaborated a list of recommendations concerning the enhancement of teacher motivation

2.3.1.4.1. Ministerial and institutional leadership

2.3.1.4.2. Pre-service training

2.3.1.4.3. In-service training and professional progress

2.3.1.4.4. Supervision

2.3.1.4.5. Management

2.3.1.4.6. Workload and curriculum

2.3.1.4.7. Facilities, resources and salaries

2.4. Kubanyiova's study of teacher motivation and teacher development

2.4.1. Kubanyiova

2.4.1.1. applied the notion of future possible selves to the analysis of teacher motivation

2.4.1.2. developed the following concepts:

2.4.1.2.1. Ideal Language Teacher Self

2.4.1.2.2. Ought-to Language Teacher Self

2.4.1.2.3. Feared Language Teacher Self

2.4.1.3. teachers

2.4.1.3.1. experience tense between their current and ideal selves

2.4.1.4. the impact of contextual factors

2.4.1.4.1. will depend on the particular configuration of possible selves constituting the teacher'sworking self-concept

2.4.1.5. Teacher development and possible selves

2.4.1.5.1. the fear of not meeting student's expectations

2.4.1.5.2. contextual demands

2.5. The motivation of L2 teachers- further issues

2.5.1. critical discourses

2.5.1.1. the global spread of English and its dominant status in relation to other langiages

2.5.1.1.1. impact on the teacher motivation

2.5.2. within the field of English language teaching (ELT)

2.5.2.1. critical discussion

2.5.2.1.1. comparative roles, statuses and professional identities of:

3. 3-The relationship between teacher motivation and student motivation

3.1. teacher motivation

3.1.1. direct impact on

3.1.1.1. student motivation and achievement

3.2. Teacher expectations and students achievement: the "Pymalion effect"

3.2.1. one component of

3.2.1.1. "motivation to teach"

3.2.1.1.1. teacher's espectation about the student's learning potential.

3.2.2. teacher expectations

3.2.2.1. affect students' rate of progress

3.2.2.2. trigger off vaious events and teacher behaviours which

3.2.2.2.1. influence student performance

3.2.2.3. influences are likely to affect:

3.2.2.3.1. student's self-concept

3.2.2.3.2. level of aspiration

3.2.2.3.3. achievement strivings

3.2.2.3.4. classroom conduct

3.2.2.3.5. interaction with the teacher

3.2.2.3.6. the cumulative effect of these changes

3.2.3. false beliefs about students capabilities

3.2.3.1. harmful

3.2.4. ways by which negative teachers' expectancy can reduce students:

3.2.4.1. criticising them more often for failure

3.2.4.2. praising them less often following success

3.2.4.3. neglecting to give them any feedback

3.2.4.4. seating them in the back of the room

3.2.4.5. paying less atention to them or interacting with them less frequently

3.2.4.6. expressing less warmth towards them as individuals

3.3. Teacher enthusiasm- learner enthusiasm

3.3.1. Csikszentmihalyi

3.3.1.1. most influential teachers

3.3.1.1.1. those who are remembered and who make a real difference in their students' development

3.3.1.1.2. are not the ones who have most status/power/knowledge

3.3.1.1.3. are the ones who love what are doing, the ones who enjoy the profession

3.3.1.2. positive impact of good teachers is due to:

3.3.1.2.1. strength of their commitment towards the subject matter which. becomes

3.3.2. Day

3.3.2.1. the importance of

3.3.2.1.1. passion for teaching

3.3.2.2. Passionate teacher

3.3.2.2.1. commited

3.3.2.2.2. enthusiastic

3.3.2.2.3. aware of the challenge of the social contexts

3.3.2.3. Students

3.3.2.3.1. who perceived their teachers as passionate

3.4. The interactive relationship between teacher and student motivation

3.4.1. complex socio-dynamic perspectives on motivation

3.4.1.1. bi-drectional nature of the relationship between teacjer and student motivation

3.4.1.2. its complex interaction with contextual processes

3.4.2. self-determined teaching

3.4.2.1. promote

3.4.2.1.1. self-determined learning

3.4.3. the less self-determined students seem in their engagement in learning

3.4.3.1. the less self-determined teachers feel towards teaching.