teacher motivation literature review 9th international policy dialogue forum - siem reap, cambodia
TRANSCRIPT
Teacher Motivation Literature Review9th International Policy Dialogue Forum - Siem Reap, Cambodia
Christian Bautista, Isabelle Byusa, Vijayaragavan Prabakaran, Devon Wilson
Harvard Graduate School of Education
December 2016
What do we know?
What do we need to know?
Where do we go from here?
Background
• Education Policy Consultancy under the guidance of Edem Adubra
• Incheon Declaration
• Problem: Understanding, articulating, and measuring motivation is challenging and complex
How do we know how much a teacher is motivated in 2016 vs. 2020?
What indicators do we use to measure teacher motivation?
How can we track motivation? Research institutions’ role?
• What does the literature say? What do experts say?
• Ultimately: What are the fundamental components (subcategories) of teacher motivation?
Fernando Reimers
Director of the Global Education Innovation
Initiative and International Education
Policy Program at Harvard University
Elenora Villegas-Reimers
Chair of Elementary and Special Education Department
at Wheelock College
Katherine Merseth
Faculty Director of Teacher Education and Senior Lecturer at Harvard
University
Edem AdubraProgramme Specialist in Education and Chief of
Section at UNESCO
Haiyan HuaLecturer on Education
(Monitoring and Evaluation) at Harvard
University
Marshall GanzSenior Lecturer in Public Policy
at Harvard University
Unpacking Indicators of Teacher Motivation
What do we know?
What do we need to know?
Where do we go from here?
Six pieces are crucial to the discussion of teacher motivation:
• Richard Hackman, Task Design and Job Characteristic Theory (1977)
• John P. Kotter, What Leaders Do (1990)
• Jarret Guajardo, Teacher Motivation: Theoretical Framework, Situation Analysis of Save the Children Country Offices, and Rec. Strategies (2011)
• Feyyat Gokce, Assessment of Teacher Motivation (2010)
• Erik Thoonen et al, How to Improve Teaching Practice ( 2011)
• Fani Lauermann, Teacher Motivation Research and its Implications for the Instructional Process (2015)
Literature Review
Personal and Work Outcomes
Critical Psychological State
Core Job Dimensions
Skill VarietyTask IdentityTask Significance
Autonomy
Feedback
Meaningfulness of work
Responsibility of outcomes
Knowledge of results
High internal work motivation
High quality work performance
High satisfaction with work
Low absenteeism and turnover
Literature Review (Task Design and Job Characteristic Theory)
(Hackman, 1977)
Feedback
Role-modeling
Coaching
Literature Review (What Leaders do)
(Kotter , 1990)
Vision
(Save the Children, Guajardo , 2011)
Literature Review (Teacher Motivation: Theoretical Framework )
Workload and Challenges
Remuneration & Incentives Recognition & Prestige
Accountability Teacher Motivation Career Development
Institutional Environment Voice Learning Materials & Facilities
Literature Review (Theory of Needs in Relation to Motivation)
Gokce, 2010
• Lauermann and Thoonen et al., both emphasize the importance of self-efficacy
• Thoonen (2011) emphasizes the value of work reminiscent of Richard Hackman’s job characteristics model.
Literature Review (Thoonen et. al & Lauerman)
We identified 12 subcategories that previous researchers have linked to motivation
1. Task Design – Skill Variety, Task Identity, Task Significance (Hackman / Gokce)2. Feedback (Hackman / Kotter / Guajardo)3. Autonomy (Hackman / Guajardo)
4. Role Modeling (Kotter/ Guajardo / Iliya)5. Vision (Kotter / Thoonen / Reimers)
6. Physiological & Salary (Gokce-Maslow / Guajardo)7. Security (Gokce-Maslow / Guajardo)8. Social (Gokce-Maslow)9. Esteem – Recognition & Praise (Guajardo / Gokce-Maslow / Thoonen)10. Esteem – Self-Efficacy (Gokce-Maslow / Thoonen/Lauermann)
11. Growth (Self Actualization) (Gokce-Maslow / Hackman Guajardo / Iliya)
12. Workload & Challenges – Institutional Env. & Learning Materials / Facilities (Guajardo)
Synthesis, Summary, & Looking Forward
Cross Sectoral Review
Leadership
Maslow’sHierarchy of Needs
Context Specific
What do we know?
What do we need to know?
Where do we go from here?
• Are the 12 subcategories both necessary and sufficient?
• Other areas that have not traditionally been looked at when gauging motivation (i.e. beyond behavioral science, and business world)
• Can we better understand context and design policy recommendations through viewing motivation at a school, district or national level?
What We Need to Know
12 Subcategories
Survey Questions
Data Analysis
Influence Policy
Theory of Action
Subcategory Feedback Role Modelling Vision
English Question (Translated from regional language)
The supervisor and / or coworkers on this job
give me constant “feedback” about how
well I am doing.
I am provided examples of best practices in
teaching.
I agree with the vision for students set by my
school.
Region A Project Teachers (n=10) 4.3 4.1 3.2
Region B Project Teachers (n=15) 3.9 3.9 2.4
Region B Local Teachers (n=6) 2.8 3.5 3.0
(Rating System: 5 Agree, 1 Disagree)
Preliminary Data
Subcategory Growth Security Community
English Question (Translated from regional language)
The institution where I work aids continuous
learning.
The institution where I work is not exposed to any danger that may
cause health problems.
My peers help each other in the workplace.
Region A Project Teachers (n=10) 3.7 2.8 4.2
Region B Project Teachers (n=15) 3.1 3.1 3.5
Region B Local Teachers (n=6) 4.2 2.3 3.5
(Rating System: 5 Agree, 1 Disagree)
Preliminary Data
What do we know?
What do we need to know?
Where do we go from here?
• Look at data longitudinally and consider changes in responses over time.
• Review US context of teacher motivation
• 12 subcategories are a solid starting point for motivation analysis
• Please converse with any of the presenters if you’re interested in discussing motivation in a context we have discussed in this presentation or have not covered yet
Next Steps
Q&A