Teacher Motivation in Chile: Motivational Profiles and Teaching Quality in an Incentive-Based Education System
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| Title: | Teacher Motivation in Chile: Motivational Profiles and Teaching Quality in an Incentive-Based Education System |
|---|---|
| Language: | English |
| Authors: | Órdenes, Miguel (ORCID |
| Source: | Research in Education. Aug 2023 116(1):3-28. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Teacher Surveys, Teacher Motivation, Teacher Attitudes, Teacher Effectiveness, Secondary School Teachers, Self Efficacy, Work Environment, Educational Policy, Incentives |
| Geographic Terms: | Chile |
| Assessment and Survey Identifiers: | Teaching and Learning International Survey |
| DOI: | 10.1177/00345237221090541 |
| ISSN: | 0034-5237 2050-4608 |
| Abstract: | This study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers' instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers' profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1387005 |
| Database: | ERIC |
| Abstract: | This study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers' instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers' profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile. |
|---|---|
| ISSN: | 0034-5237 2050-4608 |
| DOI: | 10.1177/00345237221090541 |
