teacher motivation literature review 9th international policy dialogue forum - siem reap, cambodia

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Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia Christian Bautista, Isabelle Byusa, Vijayaragavan Prabakaran, Devon Wilson Harvard Graduate School of Education December 2016

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Page 1: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

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

Page 2: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

What do we know?

What do we need to know?

Where do we go from here?

Page 3: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

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?

Page 4: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

• 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

Page 5: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

What do we know?

What do we need to know?

Where do we go from here?

Page 6: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

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

Page 7: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

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)

Page 8: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

Feedback

Role-modeling

Coaching

Literature Review (What Leaders do)

(Kotter , 1990)

Vision

Page 9: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

(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

Page 10: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

Literature Review (Theory of Needs in Relation to Motivation)

Gokce, 2010

Page 11: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

• 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)

Page 12: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

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

Page 13: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

What do we know?

What do we need to know?

Where do we go from here?

Page 14: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

• 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

Page 15: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

12 Subcategories

Survey Questions

Data Analysis

Influence Policy

Theory of Action

Page 16: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

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

Page 17: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

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

Page 18: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

What do we know?

What do we need to know?

Where do we go from here?

Page 19: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

• 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

Page 20: Teacher Motivation Literature Review 9th International Policy Dialogue Forum - Siem Reap, Cambodia

Q&A