Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study   总被引：1，自引：0，他引：1  

Robert M. Klassen  Wan Har Chong  Vivien S. Huan  Isabella Wong  Allison Kates  Wanwisa Hannok 《Teaching and Teacher Education》2008

A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2, interviews were conducted with 10 teachers in Canada and 14 teachers in Singapore. Teachers in both settings discussed students’ social and behavior problems, but the range of the social problems was greater in Canada than in Singapore, and had a stronger impact on teachers’ motivation beliefs.  相似文献   

Investigating pre-service teacher motivation across cultures using the Teachers’ Ten Statements Test     

Robert M. Klassen  Said Al-DhafriWanwisa Hannok  Shea M. Betts 《Teaching and Teacher Education》2011,27(3):579-588

Motivations for choosing teaching as a career were investigated in 200 pre-service teachers from Canada and Oman. We used a novel structured qualitative approach and two theoretical models to analyze how pre-service teacher career-choice motivation varied according to cultural context. The results of the study showed that Canadian participants made more self-references, and expressed higher levels of individual-focused motivation and social utility value as career motivators than did Omani participants. Participants from Oman expressed greater endorsement of teaching as a fallback career and higher levels of socio-cultural influences than Canadian participants. Results extend teacher motivation “teacher motivation theory” by investigating socio-cultural influences.  相似文献   

Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries     

Robert Klassen  Elaine Wilson  Angela F. Y. Siu  Wanwisa Hannok  Marina W. Wong  Nongkran Wongsri  Panwadee Sonthisap  Chaleosri Pibulchol  Yanisa Buranachaitavee  Anchalee Jansem 《European Journal of Psychology of Education - EJPE》2013,28(4):1289-1309

In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n?=?379), England (n?=?203), Hong Kong (n?=?211), and Thailand (n?=?394). Self-efficacy partially reduced (mediated) the effect of stress from student behavior and from workload on commitment in three of four contexts. Mediation tests with country as moderator revealed significant differences in the strength of the mediating effect across the four contexts. The results suggest that teachers’ self-efficacy changes the way in which work stress influences the commitment to continue teaching, although cultural milieu influences the nature of the relationship according to context.  相似文献