An Exploration of Sources of Foreign Language Teacher Motivation in Iran
محورهای موضوعی : English Language Teaching (ELT)سید محمد علوی 1 , زهره مهماندوست 2
1 - Department of English languages and literature
University of Tehran, Iran
2 - Department of English languages and literature
University of Tehran, Kish International Campus, Iran
کلید واژه: teacher motivation, extrinsic, intrinsic, altruistic, subject matter motivation,
چکیده مقاله :
This study aimed to investigate sources of motivation of English language teachers in Iranian public and private language schools. To this end, a Language Teacher Motivation Source (LTMS) questionnaire was developed on the basis of the related literature. The LTMS examined four sources of motivation, i. e., extrinsic (economic, social, emotional, educational), intrinsic, altruistic, and subject matter motivation. Having been piloted and validated, the LTMS was administered to 200 male and female EFL teachers who had been classified in terms of their gender, age, marital status, academic degrees, job status, and their years of language teaching experiences. The results of parametric statistical analyses showed a hierarchy of language teacher sources of motivation that were not similar among different groups of language teachers in terms of their teaching experiences and level of education. This study suggests that authorities pay close attention to the sources of language teacher motivation to improve the quality of English language teaching and learning.
این مطالعه با هدف بررسی منابع انگیزه در معلمان زبانهای خارجی در مدارس دولتی و موسسات خصوصی زبان انگلیسی ایرانی انجام پذیرفته است. برای دستیابی به اهداف این تحقیق پرسشنامه ای تحت عنوان ال تی ام اس بر اساس تحقیقات علمی مرتبط طراحی گردید. این پرسشنامه هفت منبع انگیزه از جمله عوامل انگیزه اقتصادی، اجتماعی، احساسی، اموزشی، عوامل درونی بشر دوستانه و موضوعی را مورد بررسی قرار داده است. پرسشنامه پس از ازمایش و اعتبارسنجی بر روی 200 نفر ازگروههای معلمان زبانهای خارجی زن و مرد که بر اساس جنسیت سن وضعیت تاهل تحصیلات دانشگاهی وضعیت شغلی و سالهای تجربه تدریس تقسیم بندی شده بودند، اجرا شد. نتایج تحلیلهای اماری پارامتریک یک سلسله مراتب از منابع انگیزه های معلمان را نشان داد که در بین گروههای مختلف معلمان برحسب تجربه تدریس و سطح تحصیلات یکسان نبود. این مطالعه به دست اندرکاران عرصه اموزش پیشنهاد می کند که توجه بیشتری به منابع انگیزه های معلمان در جهت بهبود بخشیدن کیفیت اموزش زبان انگلیسی داشته باشند.
Abangma, M. A. (1981). A study of primary teachers’ attitudes toward ruralisation of school curriculum in English speaking Cameroon. Unpublished doctoral dissertation, University of London, UK.
Anderson, M. B., & Iwanicki, E. F. (1984). Teacher motivation and its relationship to burnout. Educational Administration Quarterly. 20, 94-132.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Co.
Bastick, T. A. (1999). A motivation model describing the career choice of teacher trainees in Jamaica. Paper presented at the Biennial Conference of the International Study Association on Teachers’ and Teaching, Dublin.
Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of Psychology. Undergrad. Sci. 3, 147-154.
Brown, (1992). The biggest problems TESOL members see facing ESL/EFL teachers today. TESOL Matters, 2(2), 1-5.
Chivore, B. S. (1998). A review of factors that determine the attractiveness of teaching profession in Zimbabwe. Journal of International Review of Education, 34(1), 59e77.
Cook, V. (2001). Second language learning and language teaching. 3rd Edition. London: Arnold.
Darling-Hammond, L. & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76, 597-604.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Deci, E. L., & Ryan, R. M. (2002). Handbook of Self Determination Research. Rochester, NY. The University of Rochester Press.
Dinham, S. & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38(4), 379-396.
Dornyei, Z. (1994).Motivation and motivating in second language classroom. The Modern Language Journal. Vol. 78.
Dornyei, Z. (2001). Teaching and researching motivation. Essex, UK: Pearson Education Limited.
Dornyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. New Jersey: Lawrence Erlbaum Associates, Publishers.
Dornyei, Z. & Ushioda, E. (2010). Teaching and Researching Motivation. (2nd Ed).
Ellis, R. (2005). Principles of instructed language learning, Asian EFL Journal. 7(3), Article 1.
Fokkens-Bruisma, M., & Canrinus, E. (2011). Motivation to become a teacher in a Dutch university-based teacher training programme. Paper presented at the European Association for Research on Learning and Instruction (EARLI) International Conference, Exeter, UK.
Grant, G. & Murray, C. E. (1999). Teaching in America: The slow revolution. Cambridge, MA: Harvard University Press.
Johnson, S. M. (1986). Incentives for teachers: what motivates, what matters. Educational Administration Quarterly, 22(3), 54-79.
Kassabgy, O., Boraie, D., & Schmidt, R. (2001). Values, rewards, and job satisfaction in ESL/EFL. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp.214-237). Honolulu, Hawaii: University of Hawaii Press.
Kyriacou, C., Hultgren, A., & Stephens, P. (1999). Student teacher motivation to become a secondary school teacher in England and Norway. Teacher Development, 3,373e381.
Latham, A. S. (1998). Teacher satisfaction. Educational Leadership, Vol.55, 82-83.
Luce, A. J. (1998). Career Ladders: Modifying Teachers' Work to Sustain Motivation. Journal of Education.
Pennington, M. C. (1995). Work satisfaction, motivation and commitment in teaching English as a second language. ERIC document ED 404850.
Porter, L.W. &Bigley, G. A. & Steers, R. M. (2003). Motivation and Work behavior. (7th Ed) London: McGraw-Hill Irwin.
Richardson, P. W., & Watt, H. M. G. (2005). I’ve decided to become a teacher’: influences on career change. Teaching and Teacher Education, 21,475e489.
Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27e56.
Ryan, R. M. & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Senior, R. M. (2006). The experience of language teaching. Cambridge: Cambridge University Press.
Silver, P. F. (1982). Synthesis of research on teacher motivation. Educational Leadership, April, 551-554.
Schmidt, R., & Boraie, D., & Kassabgy, O. (1996). Foreign Language motivation: internal structure and external connections. In R. Oxford (Ed.), Language Learning motivation: Pathway to the new century (Technical Report, No. 11, pp. 9-70). Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center.
Smithers, A., & Robinson, P. (2003). Factors affecting teachers’ decisions to leave the profession: Centre for Education and Employment Research, University of Liverpool.
Spear, M., Gould, K., & Lee, B. (2000). Who would be a teacher?: A review of factors motivating and demotivating prospective and practicing teachers. Slough, UK: NFER.
Stipek, D. J. (2002). Motivation to learn: Integrating Theory and Practice, 4th Edition. Boston, MA: Allyn & Bacon.
Sylvia, R.D.,& Hutchinson, T. (1985).What makes Ms. Johnson teach? A study of teacher motivation. Human Relations. 38, 841-56.
Ushioda, E. (2003). Motivation as a socially mediated process. In: Little, D. and Ridley, J. and Ushioda, E., (eds.) Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment. Dublin, Ireland: Authentik, pp. 90-102. ISBN 1-871730-70-8.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and Identity. In Dornyei, Z. and Ushioda, E. (eds), Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters 215-228.
William, J., & Forgasz, H. (2009). The motivations of career change students in teacher education. Asia-Pacific Journal of Teacher Education, 37(1), 95-108.
Yong, B. C. (1995). Teachers’ motives for entering into a teaching career in Brunei Darussalam. Teaching and Teacher Education, 11(3), 275e280.
