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Global perspectives on teacher motivation
\"Many studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach\" -- Provided by publisher.
Book
The current state of secondary school teachers' morale competence to teach
The purpose of this study was to assess teachers' morale competence in the secondary school of Kersa woreda. To achieve this objective, the researchers used a cross-sectional survey research design. The study was carried out on 110 secondary school teachers who were teaching grade nine. A questionnaire and an interview were used to collect data. The analysis of quantitative data was carried out by using descriptive statistics, whereas the qualitative data was analyzed with narrations to substantiate the quantitative findings. Based on the findings, the study recommended that to improve teachers' morale, Woreda education office, secondary school principals, vice-principals, and secondary school supervisors should give special attention to encouraging teachers' morale competence by providing fair and equitable school facilities and services system and creating awareness in the community to support education to achieve school goals and objectives.
Journal Article
Finding Fulfillment
With foreword by Sharon V. Kramer
Designed for teachers and administrators, Finding Fulfillment by Robin Noble outlines how the three key aspects of self-determination theory can help you understand and overcome teacher burnout and reviews best practices that will empower you with tools and techniques to develop a renewed sense of educator and teacher well-being, happiness, and fulfillment in your career. Strategies for success and reflection questions throughout guide your path forward.
Rely on this comprehensive resource to help restore your belief in your ability as an educator to drive change in your school or district:
* Study the widespread effects of increased teacher demoralization.
* Understand the three innate needs--teacher autonomy, teacher competence, and teacher relatedness--that, when filled, lead to a sense of fulfillment at work.
* Understand how the Professional Learning Communities at Work® (PLC) process will help you meet the three innate needs.
* Access tools and techniques that will empower you to progress toward fulfillment in your role.
* Create a new vision for your future as an educator.
* Improve teacher empowerment in schools.
Contents:
Introduction
Chapter 1: The Internal Culture of the Educator
Chapter 2: Self-Determination Theory
Chapter 3: Autonomy
Chapter 4: Competence
Chapter 5: Relatedness
Chapter 6: Finding Your Voice
Epilogue
References and Resources
eBook
Finding fulfillment : a path to reclaiming hope and empowerment for educators
\"In Finding Fulfillment: A Path to Reclaiming Hope and Empowerment for Educators, author Robin Noble addresses the rising crisis of teacher demoralization in American schools and provides a comprehensive guide toward improvement. The author explores the widespread feeling of a lack of fulfillment many educators develop and acknowledges the record number of teachers leaving the profession as a result. With this as her starting point, Noble identifies for readers a system of three innate needs that, when met, produce a sense of fulfillment. As readers progress through this book, they will develop a deep understanding of (1) autonomy, (2) competency, and (3) relatedness and the research that supports these three concepts as innate needs. Furthermore, readers will discover a path toward meeting those needs through concrete, implementable strategies. Noble also clearly delineates how implementing the Professional Learning Communities at Work (PLC) model of cultural and structural reform provides verifiable answers for meeting the three critical needs and restoring educators' belief in their ability to effect change in their schools and districts. Through this book, readers will find the theory and strategies they require to meet their innate needs and discover (or rediscover) teaching as a source of fulfillment\"-- Provided by publisher.
Book
Under pressure and overlooked : the impact of COVID-19 on teachers in NSW public schools
The COVID-19 pandemic has put unprecedented pressure on teachers around the world, raising significant concerns about their workload and wellbeing. Our comparison of 2019 (pre-pandemic) and 2020 (first year of the pandemic) survey
data (n=362) from teachers in New South Wales, Australia, demonstrates that their morale and efficacy declined significantly during COVID-19, even with the relatively short period of school closure (8 weeks) during 2020. Interviews with
teachers and school leaders (n=18) reinforced these findings and highlighted the depth to which teachers felt dispensable and unappreciated, despite working incredibly hard for their students. The pressure to adapt to online teaching and
learning, in trying circumstances, also challenged their confidence in their teaching. We argue that practical and emotional support for teachers both during periods of remote learning and upon students' return to the classroom is
essential to support teacher's wellbeing and a robust teaching workforce into the future. [Author abstract]
Journal Article
Academic expectations among university students and staff
Student expectations of required workload, behaviour, resource use, role and relationship profoundly shape success in higher education and inform satisfaction with their learning experience. Teachers’ expectations of students’ behaviour can similarly affect the university learning experience and environment. When expectations between academic staff and students are not aligned, student satisfaction and staff morale are likely to suffer. This study sought to identify areas where the academic expectations of students and staff aligned or diverged and understand responses to any breaches of expectations. Here, we report on qualitative findings from a survey of 259 undergraduate students and 48 staff members and focus group interviews with 10 students and 15 staff members. Although their academic expectations aligned in most areas, students appeared to have broader conceptions of success at university than staff, and a stronger focus on the importance of personal relationships with staff and teaching quality. Academics expressed stronger injunctive norms about prioritisation of study and the importance of identifying as a student. These differences are likely to lead to tension between the two groups, particularly in areas of value for individuals. While clarifying expectations may improve alignment between the groups to some extent, the basis of these differences in individual priorities suggests that merely articulating expectations may not resolve the issue. We therefore argue for staff to adopt a cocreation approach to academic expectations and to ‘meet students halfway’ where possible.
Journal Article
Looking Inside and Outside of Mentoring: Effects on New Teachers' Organizational Commitment
This article puts forth a multidimensional framework for empirically testing the effects of teacher mentoring, focusing on interactions between formal mentors and novice teachers and the setting in which these interactions occur. Analyzing survey and administrative data from Chicago Public Schools with a multilevel propensity-score weighting approach, our analyse identifies the combination of stronger leadership and high-quality mentoring that features at least biweekly mentor-mentee interactions, comprehensive content, and opportunities for engagement with teaching practice as the most effective for building teacher organizational commitment. The results also reveal that stronger principal leadership may protect teachers from lack of access to any mentor or to high-quality mentoring while weaker leadership may diminish the potential benefits of high-quality mentoring.
Journal Article
Tech for Teacher Wellness
Get practical strategies for using technology to reclaim more personal space and time; connect with colleagues; and make positive changes in your life, in the classroom and on campus.
Educators are feeling overwhelmed. The global pandemic brought a tsunami of edtech tools that had to be adopted suddenly under emergency circumstances, and the stress of that and other unprecedented challenges has caused many teachers to consider leaving the profession. Technology has often been portrayed as part of the problem, with many believing that the best way to pursue wellness is to unplug and avoid digital tools altogether.
This book takes a different approach, showing that technology used wisely can promote wellness, rather than undermine it. Author and technology facilitator Meredith Masar Boullion presents research on the importance of caring for the emotional health of educators, then offers strategies for using technology to reduce educator stress and better provide for the social and emotional needs of school communities.
The book:
* Gives readers permission, and the tools needed, to set boundaries and get back personal time.
* Demonstrates positive ways to use resources such as social media, professional learning networks (PLNs) and other collaborative tools to find, support and learn from fellow educators.
* Provides suggestions for educators to share their own learnings to enhance the well-being and positivity of students, parents and colleagues.
* Includes access to an online platform through which readers can connect and support one another's efforts to achieve greater well-being.
With recommendations that are concrete and easy to implement, the book fosters collaboration and connection among readers, and encourages them to share their own techniques and resources for building a healthy, sustainable life and career.
Audience: Elementary and secondary teachers; education coaches and leaders
eBook
The effect of teacher participation, teacher morale, and teacher shortage on U.S. school performance
Prior research has identified employee-related factors such as participation, morale, and shortage as important predictors of organisational performance. However, this relationship has not been extensively examined for educational organisations such as schools, colleges, and universities with large scale samples. In this study we used multiple regression to investigate the effect of teacher participation, morale, and shortage on school performance using a nationally representative sample of 162 U.S. schools. Our empirical results suggest a significant relationship between the three teacher-related predictors and school performance. However, this relationship varies across literacy areas such as mathematics, reading, and science. Educational implications are discussed.
Journal Article