TEACHER’S MOTIVATION

Group Name:
Alya Nadia Salsabila (1805085012)
Nurlaili Amanda Putri (1805085026)
 MOTIVATI
ON
Motivation is defined by Bakar (2001) as a complex part of human psychology and behavior that
influences how individuals choose to invest their time, how much energy they exert in any given
task, how they think and feel about the task, and how long they persist in the task. Another classic
definition of motivation is one by Mullins (2002) who stated that motivation is a driving force
through people to achieve their goals and fulfil a need to uphold a value. Both definition describe
how motivation is meant to use energy, time, and exertion to move people in action.
Motivation is important in getting students to engage in academic activities, be it for study or
organization purpose because a lack of motivation can one of the most frustrating obstacles to
students’ development in both domains. In this, teachers are the key factor in motivating students to
engage with school activities within their specific contexts (Ryan and Deci, 2006; Wood, 2007).
Hadre et al. (2017) argued that motivation is among the most powerful determinants of students’
success or failure in school. Seifert and Sutton (2019) assert that motivation are affected by the kind
of goals set by students (mastery, performance, failure-avoidance, or social contact). They are also
affected by students’ interests, both personal and situational. They are affected by students’
attributions about the causes of success and failure (ability, effort, task difficulty, or luck)
 KINDS OF MOTIVATION
1. Intrinsic motivation is an inner force that motivates students to engage in school
activities, because they are interested in learning and they enjoy the process as well.
When students are intrinsically motivated, they do not need any incentives or
punishment because the activity itself is the reward itself
2. Extrinsic motivation is a performance of a task for attaining an outcome, which can be
in the form of some kind of reward, social approval, or appreciation. Harmer (1980)
explained that extrinsic motivation is caused by any number of outside factors that
might include the hope of financial reward; need to pass an exam or the possibility of
the future level. So, extrinsic motivation is any stimulus that comes from outside of
learner, and which drives the learner in the learning process.
 TEACHER MOTIVATION
• Teacher motivation, in terms of attraction, retention and concentration is defined by Sinclair
(2008) as “what attracts individuals to teaching, how long they remain in their initial teacher
education courses and subsequently the teaching profession, and the extent to which they
engage with their courses and the teaching profession”. And Dörnyei and Ushioda (2011)
highlighted the two dimensions of teacher motivation in accordance with their conceptions
of motivation, namely, the motivation to teach and the motivation to remain in the
profession.
• Therefore, we conclude that teacher motivation is some factors that ignite teachers to choose
to teach and persists in teaching, and that the force of teacher motivation itself can be
evaluated by the exertion on their own teaching.
 DEVELOPMENT IN TEACHER’S
MOTIVATION
• Pre-service teachers’ motivation to teach
• Fox (1961) listed four frequently nominated reasons: a desire to work with children or
adolescents, a desire to impart knowledge, the opportunity to continue one’s own education
and service to society.
• According to Sinclair’s (2008) research, pre-service teachers were significantly motivated by
higher intrinsic motivation than extrinsic motivation. The strongest intrinsic motivation
factors were working with children, intellectual simulation and self-evaluation, whereas the
strongest extrinsic motivations included the nature of teaching work, working conditions and
life-fit. Besides, an increase over time was found in five motivating factors including self-
evaluation, authority and leadership, life-fit, influence of others and career change, and the
rest six factors were decline over time in which three factors, i.e. working with children,
intellectual simulation and working conditions, did significantly.
 DEVELOPMENT IN TEACHER’S
• In-service teacher motivation
MOTIVATION
• Baldwin (2008) provided a list of direct motivating factors (intrinsic motivation and extrinsic motivation) and
indirect motivating factors (autonomy, working relationships, self-realization and institutional support). They
believed that these factors heavily influenced the maintenance of teacher motivation over their career. As intrinsic
motivation has been considered as significant factor for pre-service teachers to make career choice, extrinsic
influences especially financial benefits such as salary, pension and insurance etc. were often mentioned extrinsic
factors motivating in-service teachers.
• Teacher motivation, though primarily derived from intrinsic values of teaching, may be undermined by a number of
factors, such as many professional teachers suffered from higher levels of professional stress and lower levels of
motivation . Dörnyei and Ushioda (2011), demotivation was concerned with negative factors that cancelled out the
existing motivation.
• Students have been recognized as one of the primary factors to motivate and demotivate teachers (Kiziltepe, 2006,
2008). In Atkinson’s (2000) discussion of relationship between students and their motivated and demotivated
teachers, it was found that the disbelief and negative view of a demotivated teacher in students’ abilities, progress
and outcomes enabled him to feel the need to be in control and the difficulty to be enthusiastic about students. In
contrast, motivated teachers reported enthusiasm about both teaching and students’ work.
 RELATIONSHIP BETWEEN TEACHER
MOTIVATION AND STUDENT MOTIVATION
• It has been documented that a profile of determinants affects teacher’s self-determination
toward work which has an impact on student motivation.
• According to Wild, Enzle, Nix, and Deci (1997)’s observation, students taught by an
intrinsically motivated teacher reported higher interest and enjoyment in learning than those
taught by an extrinsically motivated teacher. In addition, Roth et al. (2007)’s study supported
that teachers’ autonomous motivation was positively associated with autonomy-supportive
teaching, autonomous motivation for learning and personal accomplishment, but negatively
associated with emotional exhaustion. The result also highlighted that the influence of
autonomous motivation for teacher on autonomous motivation for learning was medicated
by students’ perception of autonomy-supportive teaching.
 HOW TO INCREASE OR MAINTAIN
TEACHERS MOTIVATION ( AS
ADMINISTRATOR’S?
1. Be Considerate with the Teachers
8. Respect Teachers’ Opinion
2. Be Free with Praise and Constructive in
Criticism
3. Avoid Emotional Responses
4. Be a Professional or a Role Model
5. Provide Necessary Facilities/Resources
6. Assign Responsibilities
7. Encourage Teachers to Form Harmonious
Relation with Each Other
)
9. Establish An Open and Honest
Communication
10. Describe the Rationale or Reasons Behind
All Decision and Choices
11. Provide opportunity to take breaks
12. Recognize and Encourage Teachers’
Strength and Weakness
13. Recognize Teachers’ Well-being