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

25 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 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

Access

10.1016/j.tate.2020.103228

OpenUrl availability

Full text

Cite this

@article{f3e6145ef7844cfaa3160f58ccb5fe91,

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.",

keywords = "Autonomy-supportive instruction, FIT-Choice, Mixed-methods, Teacher motivations, Teaching emotions",

author = "Alyssa Parr and Jessica Gladstone and Emily Rosenzweig and Wang, {Ming Te}",

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: {\textcopyright} 2020 Elsevier Ltd",

year = "2021",

month = feb,

doi = "10.1016/j.tate.2020.103228",

language = "English (US)",

volume = "98",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions

AU - Parr, Alyssa

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

PY - 2021/2

Y1 - 2021/2

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.

KW - Autonomy-supportive instruction

KW - FIT-Choice

KW - Mixed-methods

KW - Teacher motivations

KW - Teaching emotions

UR - http://www.scopus.com/inward/record.url?scp=85096521623&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85096521623&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2020.103228

DO - 10.1016/j.tate.2020.103228

M3 - Article

AN - SCOPUS:85096521623

SN - 0742-051X

VL - 98

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103228

ER -

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

Abstract

Bibliographical note

Keywords

Access

OpenUrl availability

Other files and links

Fingerprint

Cite this