Motivation and demotivation of teachers in primary schools: the challenge of change
Motivation and demotivation of teachers in primary schools: the challenge of change
复制标题
小学教师的积极性和消极性：变革的挑战
DOI：
10.1080/03004270701733254
复制
发表时间：
2008
期刊：
影响因子：
1
通讯作者：
M. Brundrett
中科院分区：
文献类型：
--
作者：
R. Addison;M. Brundrett
动机对于个人和组织绩效都至关重要，即使是非常有能力且训练有素的员工，除非有动机这样做，否则也无法有效地执行任务。尽管如此，国际上对教师动机的研究仍然有限，更具体地说，对于英国教育体系而言，自 1988 年《教育法》以来，英国教育体系经历了一系列快速、多重和系统性的变化，这些变化很可能影响了教师的动机和士气。本文报道了对英格兰六所小学的研究，该研究试图确定二十一世纪初影响动机和消极情绪的问题的性质。该研究提供了有关这些因素如何受到人种学和人口特征影响的更多见解。研究结果表明，小学教师的主要激励因素是外在激励因素，例如儿童的积极反应，相反，消极因素是儿童的不良反应和工作量因素。
Motivation is crucial to both individual and organisational performance and even a very able and well-trained member of staff will not perform effectively unless they are motivated to do so. Despite this fact, research into the motivation of teachers is limited both internationally and, more specifically, in relation to the English system of education which has undergone a series of rapid, multiple and systemic changes since the 1988 Education Act which are likely to have affected teachers' motivation and morale. This article reports on research in six primary schools in England which attempted to determine the nature of the issues impacting upon motivation and demotivation at the start of the twenty-first century. The study provides additional insight about how these factors might be affected by ethnographic and demographic characteristics. Findings suggest that the principal motivators for teachers in primary schools are extrinsic motivators, such as positive responses from children and that, conversely, demotivators are poor responses from children and workload factors.