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A Review on Teachers’ and Teacher Candidates’ Intrinsic Motivation: Self-determination Theory Perspective

Year 2023, , 176 - 198, 16.12.2023
https://doi.org/10.35207/later.1331081

Abstract

Considering the results driven by two decades of empirical work on Self-determination Theory, it is claimed students benefit from intrinsic motivation. However, teachers need to be intrinsically motivated for the profession to fully support intrinsic motivation of students. This study aims to identify the variables in a positive relationship with intrinsic, or self-determined motivation of teachers and teacher candidates based on the existing studies. It is also aimed to make suggestions on how to increase their intrinsic motivation from the perspective of self-determination theory. In this review study, qualitative document analysis method was used. 48 existing studies fulfilling the pre-determined criteria were reviewed and their results sections were analyzed to answer the research questions. Concerning the results, teachers’ and teacher candidates’ intrinsic motivation has an effect on competence in teaching, job satisfaction and retention, students’ motivation for learning, willingness to be involved in and sustain professional development, reduced teacher burnout, goal orientation, decrease in severity of reality shock, productive teaching style, and learning styles. Besides, in case three needs (for autonomy, relatedness and competence) are fulfilled, they are likely to become more intrinsically motivated towards the teaching profession. The results are significant in terms of presenting a frame for teachers’ intrinsic motivation and shedding light on the possible directions for future studies.

References

  • Akar, E. O. (2012). Motivations of Turkish pre-service teachers to choose teaching as a career. Australian Journal of Teacher Education (Online), 37(10), 67-84. http://ro.ecu.edu.au/ajte/vol37/iss10/5
  • Assor, A., Kaplan, H., Feinberg, O., & Tal, K. (2009). A learning and implementation structure promoting teachers’ internalization of practices based on self-determination theory. Theory and Research in Education, 7(2), 234-243. https://doi.org/10.1177/1477878509104328
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Burke, P. F., Schuck, S., Aubusson, P., Buchanan, J., Louviere, J. J., & Prescott, A. (2013). Why do early career teachers choose to remain in the profession? The use of best–worst scaling to quantify key factors. International Journal of Educational Research, 62, 259-268. https://doi.org/10.1016/j.ijer.2013.05.001
  • Cherian, F. (2007). Learning to teach: Teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship. Canadian Journal of Education/Revue Canadienne de L'éducation, 25-46.
  • Ҫakıroğlu, E., & Ҫakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264. https://doi.org/10.1080/0261976032000088774
  • Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. http://dx.doi.org/10.1007/978-1-4899-2271-7
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346. https://doi.org/10.1080/00461520.1991.9653137
  • Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self‐determination theory perspective. Journal of Personality, 62(1), 119-142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x
  • Durksen, T. L., Klassen, R. M., & Daniels, L. M. (2017). Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education, 67, 53-66. https://doi.org/10.1016/j.tate.2017.05.011
  • Heinz, M. (2015) Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching, Educational Research and Evaluation, 21(3), 258-297, https://doi.org/10.1080/13803611.2015.1018278
  • Javornik Krečič, M., & Ivanuš Grmek, M. (2005). The reasons students choose teaching professions. Educational Studies, 31(3), 265-274. https://doi.org/10.1080/03055690500236449
  • Liu, W. S., Li, X. W., & Zou, Y. M. (2019). The formation of teachers’ intrinsic motivation in professional development. Integrative Psychological and Behavioral Science, 53, 418-430.
  • Öztürk, G, Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed?. Anadolu Journal of Educational Sciences International (AJESI), 9(1), 181-213. https://doi.org/10.18039/ajesi.520842
  • Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Ryan, R. M., & Brown, K.W. (2005). Legislating competence: High-stakes testing policies and their relations with psychological theories and research, A.J. Elliot and C.S. Dweck (Eds), In Handbook of Competence and Motivation, (pp. 354–72). Guilford Publications.
  • Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444. https://psycnet.apa.org/doi/10.1037/edu0000420
  • Yıldırım, A. & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin yayıncılık. [Qualitative Research Methods in Social Sciences]
  • Zhang, X., Admiraal, W., & Saab, N. (2022). Teacher autonomous motivation for continuous professional development: the relationship with perceived workplace conditions. Teachers and Teaching, 28(8), 909-924. https://www.tandfonline.com/doi/epdf/10.1080/13540602.2022.2137128?needAccess=true#:~:text=https%3A//doi.org,way.
  • Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714-731.
Year 2023, , 176 - 198, 16.12.2023
https://doi.org/10.35207/later.1331081

Abstract

References

  • Akar, E. O. (2012). Motivations of Turkish pre-service teachers to choose teaching as a career. Australian Journal of Teacher Education (Online), 37(10), 67-84. http://ro.ecu.edu.au/ajte/vol37/iss10/5
  • Assor, A., Kaplan, H., Feinberg, O., & Tal, K. (2009). A learning and implementation structure promoting teachers’ internalization of practices based on self-determination theory. Theory and Research in Education, 7(2), 234-243. https://doi.org/10.1177/1477878509104328
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
  • Burke, P. F., Schuck, S., Aubusson, P., Buchanan, J., Louviere, J. J., & Prescott, A. (2013). Why do early career teachers choose to remain in the profession? The use of best–worst scaling to quantify key factors. International Journal of Educational Research, 62, 259-268. https://doi.org/10.1016/j.ijer.2013.05.001
  • Cherian, F. (2007). Learning to teach: Teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship. Canadian Journal of Education/Revue Canadienne de L'éducation, 25-46.
  • Ҫakıroğlu, E., & Ҫakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264. https://doi.org/10.1080/0261976032000088774
  • Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. http://dx.doi.org/10.1007/978-1-4899-2271-7
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346. https://doi.org/10.1080/00461520.1991.9653137
  • Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self‐determination theory perspective. Journal of Personality, 62(1), 119-142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x
  • Durksen, T. L., Klassen, R. M., & Daniels, L. M. (2017). Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education, 67, 53-66. https://doi.org/10.1016/j.tate.2017.05.011
  • Heinz, M. (2015) Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching, Educational Research and Evaluation, 21(3), 258-297, https://doi.org/10.1080/13803611.2015.1018278
  • Javornik Krečič, M., & Ivanuš Grmek, M. (2005). The reasons students choose teaching professions. Educational Studies, 31(3), 265-274. https://doi.org/10.1080/03055690500236449
  • Liu, W. S., Li, X. W., & Zou, Y. M. (2019). The formation of teachers’ intrinsic motivation in professional development. Integrative Psychological and Behavioral Science, 53, 418-430.
  • Öztürk, G, Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed?. Anadolu Journal of Educational Sciences International (AJESI), 9(1), 181-213. https://doi.org/10.18039/ajesi.520842
  • Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Ryan, R. M., & Brown, K.W. (2005). Legislating competence: High-stakes testing policies and their relations with psychological theories and research, A.J. Elliot and C.S. Dweck (Eds), In Handbook of Competence and Motivation, (pp. 354–72). Guilford Publications.
  • Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444. https://psycnet.apa.org/doi/10.1037/edu0000420
  • Yıldırım, A. & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin yayıncılık. [Qualitative Research Methods in Social Sciences]
  • Zhang, X., Admiraal, W., & Saab, N. (2022). Teacher autonomous motivation for continuous professional development: the relationship with perceived workplace conditions. Teachers and Teaching, 28(8), 909-924. https://www.tandfonline.com/doi/epdf/10.1080/13540602.2022.2137128?needAccess=true#:~:text=https%3A//doi.org,way.
  • Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714-731.
There are 21 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Articles
Authors

Derya Uysal 0000-0001-5393-5211

Publication Date December 16, 2023
Acceptance Date October 13, 2023
Published in Issue Year 2023

Cite

APA Uysal, D. (2023). A Review on Teachers’ and Teacher Candidates’ Intrinsic Motivation: Self-determination Theory Perspective. Language Teaching and Educational Research, 6(2), 176-198. https://doi.org/10.35207/later.1331081