Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

This study examined the relationships between teacher motivation (TM) and perceived burnout of English-as-a-foreign-language (EFL) teachers in Chile. A particular focus was given to demotivators and their impact on TM and burnout. The impact of COVID-19 was considered. Given that EFL teachers tend to be second language (L2) learners of English themselves, the study also investigated how TM and L2 motivation interact with each other. The participants were 154 school-level teachers with a range of backgrounds (teaching experience, geographic areas, and school sectors). In the questionnaire, four scales were included: (a) autonomous motivation for teaching; (b) demotivators; (c) perceived burnout; and (d) L2 motivation. Fifteen teachers were interviewed in order to triangulate the survey results. Structural equation modeling showed that TM negatively predicted perceived burnout, suggesting that it can counter teachers' emotional exhaustion and their perceived lack of personal accomplishment. Demotivators predicted TM positively, albeit weakly. L2 motivation was found to be only weakly related to TM. Qualitative findings indicated that teaching experience mediated the role that demotivators played in relation to TM. Experienced teachers, especially those who held intrinsic motivation to teach, channeled the impact of demotivators, including those relating to the pandemic, to a positive motivational force to teach. The study implies the importance of considering teachers as agents and devising an educational system in which their mental health is prioritized.

Educación Inclusiva y Pedagogía Hospitalaria: las Actitudes Docentes Promotoras de la Inclusión / Inclusive education and hospitality Pedagogy: Teaching Skills that Promote Inclusion

RESUMEN: La Educación Inclusiva defende la equidad, la igualdad de oportunidades y el acceso a la educación para todos y todas. En el ámbito de la Pedagogía Hospitalaria (PH) es necesario contar con profesionales comprometidos, competentes que apuesten por los principios inclusivos. En este sentido, el docente es la pieza clave para llevar a cabo los postulados inclusivos a la realidad diaria del aula. Por ende, el presente estudio tiene como objetivo analizar las investigaciones empíricas que relacionen la Educación Inclusiva, la PH, la autoestima docente y la motivación docente. A partir de una revisión sistematizada de la literatura, se han analizado 32 artículos. Los resultados muestran que la autoestima y la motivación docente se relacionan directamente con las prácticas educativas inclusivas en el ámbito escolar, domiciliario y del aula hospitalaria. Además, la autoestima y la motivación del alumnado dependen de la del profesorado y, por consiguiente, el proceso de enseñanza-aprendizaje se ve condicionado por las características y las actitudes docentes.

RESUMO: A Educação Inclusiva defende a equidade, a igualdade de oportunidades e o acesso à educação para todos. No campo da Pedagogia Hospitalar (PH) é necessário ter profssionais empenhados, competentes e comprometidos com princípios inclusivos. Nesse sentido, o professor é a chave para realizar os postulados inclusivos para a realidade quotidiana da sala de aula. Portanto, o presente estudo visa analisar a investigação empírica que relaciona educação inclusiva, PH, autoestima dos profesores e motivação dos professores. A partir de uma revisão sistematizada da literatura, foram analisados 32 artigos. Os resultados mostram que a autoestima e a motivação dos professores estão diretamente relacionadas a práticas educativas inclusivas na escola, em casa e na sala de aula do hospital. Além disso, a autoestima e a motivação dos estudantes dependem dos professores e, consequentemente, o processo ensino-aprendizagem é condicionado pelas características e atitudes dos professores.

ABSTRACT: Inclusive Education stands for equity, equal opportunities and access to education for all. In the field of Hospital Pedagogy (HP) it is necessary to have competent professionals who are committed to inclusive principles. In this sense, the teacher is the key to carrying out inclusive postulates in the daily reality of the classroom. Terefore, this study aims to analyse empirical research that relates Inclusive Education, H P, teacher self-esteem and teacher motivation. Based on a systematised review of the literature, 32 articles have been analysed. The results show that teacher self-esteem and motivation are directly related to inclusive educational practices in the school, home and hospital classroom environments. Moreover, students' self-esteem and motivation depend on that of the teachers and, therefore, the teaching-learning process is conditioned by teachers' characteristics and attitudes.

Exploring teachers' motivation to teach: A multisite study on the associations with the work climate, students' motivation, and teaching approaches.

PURPOSE: Using Self-determination Theory, the purpose was to determine whether work climate, students' motivation, and teachers' basic psychological needs could predict clinical teachers' autonomous and controlled motivation to teach and whether clinical teachers' motivations could predict student- and teacher-centered teaching approaches METHODS: A correlational cross-sectional study was conducted in 2018 across 3 Dental Schools in Chile, in which 206 clinical teachers participated (80.4% response rate). Data were collected on demographic characteristics and 5 self-reported questionnaires measuring teachers' perceptions of the work climate, students' motivation, the satisfaction and frustration of their basic psychological needs, motivation to teach, and teaching approaches. Data were analyzed using bivariate correlations and structural equation modeling. RESULTS: Alpha coefficients were acceptable (0.701-0.948). Correlation and structural equation modeling analyses showed that teachers' perceiving a work climate characterized by a supportive supervisor-teacher relationship and students' autonomous motivation, predicted the satisfaction of their basic psychological needs leading to autonomous motivation to teach. Autonomous motivation to teach, in turn, predicted a student-centered teaching approach. These results were controlled for the confounding effects of age, gender, teaching experience, and type of university. CONCLUSIONS: These results suggest that clinical teachers' optimal motivation is of paramount importance for promoting an adequate learning environment. Therefore, efforts should be made to understand and foster different aspects that promote clinical teachers' satisfaction of their basic psychological needs and autonomous motivation, especially regarding the role of teachers' supervisors and how teachers perceive their students' motivation.

Motivação docente: estudo bibliométrico da relação com variáveis individuais, organizacionais e atitudes laborais / Teacher motivation: bibliometric analysis of the relationship with individual and organizational variables, and work attitudes

A motivação dos professores é essencial para o sucesso das políticas educativas. Ao estudar-se a motivação docente é necessário examinar características da escola e do professor. Devido à importância deste tema, torna-se fulcral analisar as investigações efetuadas sobre o mesmo, levando em conta variáveis organizacionais, dado que a escola é uma organização, mas também o capital psicológico positivo e a satisfação no trabalho. Assim, recorreu-se a um estudo bibliométrico utilizando-se a base de dados Web of Science (WoS), onde se definiu o período de pesquisa para os anos 2000-2013 e se consideraram unicamente os trabalhos pertencentes à área da psicologia. No total, 33 documentos cumpriram os critérios de inclusão, verificando-se que: (a) 2012 foi o ano com mais publicações; (b) a satisfação no trabalho foi o construto mais estudado com a motivação docente; (c) a categoria psicologia educacional registou mais documentos; e (d) o inglês foi a língua dominante nestes trabalhos. Os Estados Unidos da América e o Canadá obtiveram os valores mais elevados nos indicadores bibliométricos número de documentos (Ndoc) e número de investigadores (Nres), apresentando Israel uma produtividade (Prod) superior à dos restantes países. Estes resultados são discutidos, bem como as principais implicações dos mesmos.

Teachers' motivation is essential to the success of educational policies. When studying this concept, it is necessary to examine school and teacher characteristics. Due to the relevance of this theme, it becomes crucial to analyze the body of research conducted about it, taking into account organizational variables -as schools are organizations- but also psychological capital and work satisfaction. Therefore, a bibliometric study was conducted using Web of Science (WoS) database, having defined the search period for the years 2000-2013 and only considering works that belong to the psychology field. 33 documents in total fulfilled the inclusion criteria, where it was verified that: (a) 2012 was the year with most publications; (b) work satisfaction was the concept which was most frequently studied, along with teacher motivation; (c) the educational psychology category had the most documents; and (d) English was the dominant language in these works. The United States of America and Canada obtained the highest values in the following bibliometric indicators: number of documents (Ndoc) and number of researchers (Nres), and Israel had a higher level of productivity (Prod) than the other countries. The results and their implications are discussed.