Assessment of Teacher Motivation Approaches in the Less Developed Countries

Autor/inn/en	Iliya, Amos; Ifeoma, Loko Grace
Titel	Assessment of Teacher Motivation Approaches in the Less Developed Countries
Quelle	In: Journal of Education and Practice, 6 (2015) 22, S.10-17 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Teacher Motivation; Motivation Techniques; Rewards; Teacher Responsibility; Teacher Participation; Teacher Evaluation; Staff Development; Locus of Control; Educational Practices; Developing Nations; Incentives; Compensation (Remuneration); Recognition (Achievement); Accountability; Career Development; Institutional Characteristics; Instructional Materials; Educational Facilities; Beginning Teacher Induction; Faculty Development; Educational Change + Suchen Sie Ihr Suchwort? Motivationsförderung; Reward; Belohnung; Lehrverpflichtung; Teacher appraisal; Lehrerbeurteilung; Personnel development; Personalentwicklung; Bildungspraxis; Developing country; Developing countries; Entwicklungsland; Anreiz; Abfindung; Kompensation; Lohnausgleich; Soziale Anerkennung; Verantwortung; Berufsentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsstätte; Bildungsreform
Abstract	Motivation is an internal process that makes a person move toward a goal. Therefore, this paper examines both traditional and new approaches to teacher motivation, threats to teacher motivation and measures for shaping teacher motivation. The paper concludes that intrinsic rewards such as self-respect, responsibility, and a sense of accomplishment as well as participatory school improvement, comprehensive staff development and supportive teacher evaluation hold great promise for improving teachers' professional motivation. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01