Acceso abierto

EFL Teachers’ Work Tasks Motivation towards Class Preparation, Teaching, and Evaluation of Students


Cite

Auster, E. R., & Wylie, K. K. (2006). Creating active learning in the classroom: A systematic approach. Journal of Management Education, 30(2), 333-353. https://doi.org/10.1177/105256290528334610.1177/1052562905283346 Search in Google Scholar

Aydin, S. (2012). Factors causing demotivation in EFL teaching process: A case study. The Qualitative Report, 17(51), 1-13. Search in Google Scholar

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Search in Google Scholar

Baytur, B., & Razı, S. (2015). Characteristics of effective EFL teachers from the perspective of Turkish EFL learners. International Journal of Human and Behavioral Science, 1(2), 1-9. https://doi.org/10.19148/ijhbs.10574910.19148/ijhbs.105749 Search in Google Scholar

Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of Undergraduate Science, 3, 147-154. Search in Google Scholar

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Platinum Press.10.1007/978-1-4899-2271-7 Search in Google Scholar

Deci, E. L., & Ryan, R. M. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.10.1006/ceps.1999.1020 Search in Google Scholar

Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving Academic Achievement: Contributions of Social Psychology (pp. 59-85). New York: Academic Press. Search in Google Scholar

Demir, K. (2011). Teachers’ intrinsic and extrinsic motivation as predictors of student engagement. E-Journal of New World Sciences Academy, 6(2), 1397-1409. Search in Google Scholar

Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. In L. Wei, A. Mackey, & S. M. Gass (Eds), Research Methods in Second Language Acquisition (pp. 74-95). Wiley-Blackwell. Search in Google Scholar

Education First (EF). (2019). EF English proficiency index. Retrieved from https://www.ef.com.tr/__/~/media/centralefcom/epi/downloads/full-reports/v9/ef-epi-2019-english.pdf Search in Google Scholar

Erkaya, O. R. (2013). Factors that motivate Turkish EFL teachers. International Journal of Research Studies in Language Learning, 2(2), 49-61. https://doi.org/10.5861/ijrsll.2012.13510.5861/ijrsll.2012.135 Search in Google Scholar

Fen Ng, C., & Kiat Ng, P. (2015). The motivation of English language teachers in a language centre. International Journal of Languages, Literature and Linguistics, 1(2), 87-92.10.7763/IJLLL.2015.V1.18 Search in Google Scholar

Fernet, C., Senécal, C., Guay, F., Dowson, M., & Marsh, H. W. (2005). Motivation toward specific work tasks among elementary and high school teachers: The work tasks motivation scale for teachers (WTMST). Presented at Australian Association for Research in Education Annual Conference, Parramatta, 2005. Parramatta, Australia: Australian Association for Research. Search in Google Scholar

Fernet, C., Senécal, C., Guay, F., Marsh, H. W., & Dowson, M. (2008). The work tasks motivation scale for teachers (WTMST). Journal of Career Assessment, 16, 256-279. https://doi.org/10.1177/106907270730576410.1177/1069072707305764 Search in Google Scholar

Fernet, C., Trepanier, S. G., Austin, S., & Levesque-Cote, J. (2016). Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start? Teaching and Teacher Education, 59, 481-491. http://dx.doi.org/10.1016/j.tate.2016.07.01910.1016/j.tate.2016.07.019 Search in Google Scholar

Fernet, C., Chanal, J., & Guay, F. (2017). What fuels the fire: Job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work & Stress, 31(2), 145-163. https://doi.org/10.1080/02678373.2017.130375810.1080/02678373.2017.1303758 Search in Google Scholar

Feyyat, G. (2010). Assessment of teacher motivation. School Leadership & Management, 30(5), 487-499. https://doi.org/10.1080/13632434.2010.52522810.1080/13632434.2010.525228 Search in Google Scholar

Gagne, M., & Deci, E. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362.10.1002/job.322 Search in Google Scholar

Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE Life Sciences Education, 14(4), 1-8. https://doi.org/10.1187/cbe.15-02-004010.1187/cbe.15-02-0040 Search in Google Scholar

Han, J., & Yin, H., & Boylan, M. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1-18. https://doi.org/10.1080/2331186X.2016.121781910.1080/2331186X.2016.1217819 Search in Google Scholar

Hiver, P., Kim, T.-Y., & Kim, Y. (2018). Language teacher motivation. In S. Mercer, & A. Kostoulas (Eds.), Language Teacher Psychology (pp. 18-33). Bristol, England: Multilingual Matters. Search in Google Scholar

İpek, H., & Kanatlar, M. (2018). Factors affecting EFL teacher motivation. Journal of Qualitative Research in Education, 6(2), 25-41.10.14689/issn.2148-2624.1.6c2s2m Search in Google Scholar

Jesus, S. N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54(1), 119-134.10.1111/j.1464-0597.2005.00199.x Search in Google Scholar

Manasia, L., Ianos, M. G., & Chicioreanu, T. D. (2020). Pre-service teacher preparedness for fostering education for sustainable development: An empirical analysis of central dimensions of teaching readiness. Sustainability, 12(1), 4-6. https://doi.org/10.3390/SU1201016610.3390/su12010166 Search in Google Scholar

Miller, P. (1987). Ten characteristics of a good teacher. English Teaching Forum, 25(1), 40-41. Search in Google Scholar

Ministry of Development (2014). National strategy of regional development 2014-2023. https://abdigm.meb.gov.tr/projeler/ois/003.pdf Search in Google Scholar

Ministry of National Education (2020). 2019 Annual activity report. Retrieved from http://sgb.meb.gov.tr/meb_iys_dosyalar/2020_03/12144540_28191618_Milli_EYitim_BakanlYYY_2019_YYlY_Ydare_Faaliyet_Raporu_28.02.2020.pdf Search in Google Scholar

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. https://doi.org/10.1177/147787850910431810.1177/1477878509104318 Search in Google Scholar

Nie, Y., Chua, B. L., Yeung, A. S., Ryan, R. M., & Chan, W. Y. (2015). The importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organization. International Journal of Psychology, 50(4), 245-255. http://dx.doi.org/10.1016/j.tate.2016.07.01910.1016/j.tate.2016.07.019 Search in Google Scholar

OECD (2019). Country note: Results from TALIS 2018. Retrieved from https://www.oecd.org/education/talis/TALIS2018_CN_TUR.pdf Search in Google Scholar

OECD (2020). Education at a Glance 2020: OECD Indicators. Paris: OECD Publishing. https://doi.org/10.1787/69096873-en.10.1787/69096873-en Search in Google Scholar

Orgoványi-Gajdos, J., & Kovács, E. (2020). Teachers’ views about the characteristics of pedagogical talents. Acta Educationis Generalis, 10(2), 78-94. https://doi.org/10.2478/atd-2020-001110.2478/atd-2020-0011 Search in Google Scholar

Özsoy, G., Özsoy, S., Özkara, Y., & Memiş, A. D. (2010). Factors affecting pre-service teachers’ choice of teaching as a profession. Elementary Education Online, 9(3), 910-921. Search in Google Scholar

Öztürk Ölmezer, E. (2015). A qualitative study on the motivation of Turkish EFL teachers working at state universities. Journal of Theory and Practice in Education, 11(4), 1436-1453. Search in Google Scholar

Prodromou, L. (1991). The good language teacher. English Teaching Forum, 29(2), 2-7. Search in Google Scholar

Recepoğlu, E. (2013). A study of teachers’ job motivation in the high schools of the Ministry of National Education in Turkey (Karabük and Sinop Sample). Middle-East Journal of Scientific Research, 13(4), 532-537. Search in Google Scholar

Recepoğlu, E. (2014). Analyzing job motivation level of high school teachers in Turkey. Procedia - Social and Behavioral Sciences, 116, 2220-2225. https://doi.org/10.1016/j.sbspro.2014.01.54710.1016/j.sbspro.2014.01.547 Search in Google Scholar

Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization. Journal of Personality and Social Psychology, 57, 749-761.10.1037/0022-3514.57.5.749 Search in Google Scholar

Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63, 397-427.10.1111/j.1467-6494.1995.tb00501.x Search in Google Scholar

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.6810.1037/0003-066X.55.1.68 Search in Google Scholar

Ryan, R. M., & Brown, K. W. (2005). Legislating competence: High-stakes testing policies and their relations with psychological theories and research. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 354-72). New York: Guilford Publications Search in Google Scholar

Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self- determination theory. In A. J. Elliot (Ed.), Advances in motivation science (pp. 111-156). Cambridge, MA: Elsevier Inc. https://doi.org/10.1016/bs.adms.2019.01.00110.1016/bs.adms.2019.01.001 Search in Google Scholar

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61,101860. https://doi.org/10.1016/j.cedpsych.2020.10186010.1016/j.cedpsych.2020.101860 Search in Google Scholar

Sagun, S., Ateskan, A., & Onur, J. (2016). Developing students for university through an international high school program in Turkey. Kuram ve Uygulamada Egitim Bilimleri, 16(2), 439-458. https://doi.org/10.12738/estp.2016.2.031310.12738/estp.2016.2.0313 Search in Google Scholar

Savaşkan, İ. (2016). Turkey’s place in the rankings of the English proficiency index. Journal of Teacher Education and Educators, 5(2), 192-208. Search in Google Scholar

Seebaluck, A. K., & Seegum, T. D. (2013). Motivation among public primary school teachers in Mauritius. International Journal of Educational Management, 27(4), 446-464. http://dx.doi.org/10.1108/0951354131131635910.1108/09513541311316359 Search in Google Scholar

Seligman, M. E. P. (1975). Helplessness. San Francisco: Freeman. Search in Google Scholar

Shah, M. J., Rehman, M. U., Akhtar, G., Zafar, H., & Riaz, A. (2012). Job satisfaction and motivation of teachers of public educational institutions. International Journal of Business and Social Science, 3(8), 271-281. Search in Google Scholar

Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 131-143.10.5539/elt.v2n4p130 Search in Google Scholar

Sugino, T. (2010). Teacher demotivational factors in the Japanese language teaching context. Procedia Social and Behavioral Sciences, 3, 216-226. https://doi.org/10.1016/j.sbspro.2010.07.03610.1016/j.sbspro.2010.07.036 Search in Google Scholar

Topkaya Zehir, E., & Uztosun, M. S. (2012). Choosing teaching as a career: Motivations of pre-service English teachers in Turkey. Journal of Language Teaching and Research, 3(1), 126-134. http://www.academypublication.com/issues/past/jltr/vol03/01/15.pdf Search in Google Scholar

Triyanto, T., & Handayani, R.D. (2016). Teacher motivation based on gender, tenure and level of education. New Educational Review, 45, 199-209.10.15804/tner.2016.45.3.16 Search in Google Scholar

Türkiye İstatistik Kurumu (TÜİK). (2018). Net schooling ratio, number of schools, teachers, students and classrooms, students per division and teacher at primary education by types of educational year, 1997-2018. Retrieved from http://tuik.gov.tr/PreTablo.do?alt_id=1018 Search in Google Scholar

Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and second language acquisition (Tech. Rep. No. 23, pp. 93–125). Honolulu: University of Hawai‘i, Second Language Teaching and Curriculum Center. Search in Google Scholar

Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360. https://doi.org/10.1016/S0065-2601(08)60019-210.1016/S0065-2601(08)60019-2 Search in Google Scholar

Wahab, R., Idha, S. N., & Halim, A. (2020). The type of motivation on work task among special education teachers. American Research Journal of Humanities & Social Science, 3(6), 162-168. https://www.arjhss.com/wp-content/uploads/2020/06/R36162168.pdf Search in Google Scholar

Wanakacha, C. K., Aloka, P. J. O., & Nyaswa, P. (2018). Gender differences in motivation and teacher performance in core functions in Kenyan secondary schools. Academic Journal of Interdisciplinary Studies, 7(1), 89-95.10.2478/ajis-2018-0009 Search in Google Scholar

Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The Journal of Experimental Education, 75(3), 167-202. https://doi.org/10.3200/JEXE.75.3.167-20210.3200/JEXE.75.3.167-202 Search in Google Scholar

Werbinska, D. (2009). A profile of an effective teacher of English: A qualitative study from Poland. Hacettepe University Journal of Education, 36, 306-315. Search in Google Scholar

eISSN:
2585-7444
Idioma:
Inglés
Calendario de la edición:
3 veces al año
Temas de la revista:
Social Sciences, Education, Theory and History of Education, Curriculum and Pedagogy, other, Social Pedagogy, Social Work