Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions

Alyssa Parr; Jessica Gladstone; Emily Rosenzweig; Ming Te Wang

doi:10.1016/j.tate.2020.103228

Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions

Alyssa Parr, Jessica Gladstone, Emily Rosenzweig, Ming Te Wang

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

The overreliance on quantitative methods in teacher motivation studies has limited our understanding of the content and function of teachers’ motivations. Through teacher interviews (n = 16; 100% White; 63% female; 2–21 years of experience) and surveys (n = 124; 96% White; 57% female; 0.5–40 years of experience), this study used mixed-methods approaches to explore what motivates teachers to teach and how those motivations relate to teachers’ autonomy-supportive instruction and teaching emotions. Findings revealed that teachers who intrinsically valued their content area fostered more understanding, linked social utility value to positive emotions, and associated their teaching ability with favorable instructional and emotional outcomes.

Original language	English (US)
Article number	103228
Journal	Teaching and Teacher Education
Volume	98
DOIs	https://doi.org/10.1016/j.tate.2020.103228
State	Published - Feb 1 2021
Externally published	Yes

Bibliographical note

Funding Information:
Quantitative data in this study was collected with the support of the National Science Foundation Grant 1315943 and the third author was supported by the National Science Foundation Postdoctoral Research Fellowship Grant 1714481 .

Publisher Copyright:
© 2020 Elsevier Ltd

Keywords

Autonomy-supportive instruction
FIT-Choice
Mixed-methods
Teacher motivations
Teaching emotions

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10.1016/j.tate.2020.103228

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title = "Why do I teach? A mixed-methods study of in-service teachers{\textquoteright} motivations, autonomy-supportive instruction, and emotions",

abstract = "The overreliance on quantitative methods in teacher motivation studies has limited our understanding of the content and function of teachers{\textquoteright} motivations. Through teacher interviews (n = 16; 100% White; 63% female; 2–21 years of experience) and surveys (n = 124; 96% White; 57% female; 0.5–40 years of experience), this study used mixed-methods approaches to explore what motivates teachers to teach and how those motivations relate to teachers{\textquoteright} autonomy-supportive instruction and teaching emotions. Findings revealed that teachers who intrinsically valued their content area fostered more understanding, linked social utility value to positive emotions, and associated their teaching ability with favorable instructional and emotional outcomes.",

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AU - Gladstone, Jessica

AU - Rosenzweig, Emily

AU - Wang, Ming Te

N1 - Funding Information: Quantitative data in this study was collected with the support of the National Science Foundation Grant 1315943 and the third author was supported by the National Science Foundation Postdoctoral Research Fellowship Grant 1714481 . Publisher Copyright: © 2020 Elsevier Ltd

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N2 - The overreliance on quantitative methods in teacher motivation studies has limited our understanding of the content and function of teachers’ motivations. Through teacher interviews (n = 16; 100% White; 63% female; 2–21 years of experience) and surveys (n = 124; 96% White; 57% female; 0.5–40 years of experience), this study used mixed-methods approaches to explore what motivates teachers to teach and how those motivations relate to teachers’ autonomy-supportive instruction and teaching emotions. Findings revealed that teachers who intrinsically valued their content area fostered more understanding, linked social utility value to positive emotions, and associated their teaching ability with favorable instructional and emotional outcomes.

AB - The overreliance on quantitative methods in teacher motivation studies has limited our understanding of the content and function of teachers’ motivations. Through teacher interviews (n = 16; 100% White; 63% female; 2–21 years of experience) and surveys (n = 124; 96% White; 57% female; 0.5–40 years of experience), this study used mixed-methods approaches to explore what motivates teachers to teach and how those motivations relate to teachers’ autonomy-supportive instruction and teaching emotions. Findings revealed that teachers who intrinsically valued their content area fostered more understanding, linked social utility value to positive emotions, and associated their teaching ability with favorable instructional and emotional outcomes.

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KW - Teacher motivations

KW - Teaching emotions

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Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions

Abstract

Bibliographical note

Keywords

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