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Full-Text Articles in Education
The Effects Of The School-Work Environment On Mathematics Teachers’ Motivation For Teaching: A Self-Determination Theoretical Perspective, Danya M. Corkin, Adem Ekmekci, Richard Parr
The Effects Of The School-Work Environment On Mathematics Teachers’ Motivation For Teaching: A Self-Determination Theoretical Perspective, Danya M. Corkin, Adem Ekmekci, Richard Parr
Australian Journal of Teacher Education
Guided by self-determination theory, this study investigated the extent to which factors of teachers’ school-work environments predict their self-efficacy and intrinsic value for teaching. Participants were 217 mathematics teachers working in Texas public schools. Results indicated that principals’ autonomy support positively predicted teachers’ self-efficacy and intrinsic value for teaching beyond years of teaching experience, mathematics background, and grade level taught. Moreover, the negative effects of school-work environments dominated by high-stakes testing on teachers’ motivation for teaching were moderated by the level of autonomy support provided by the school principal.
Preservice Teachers’ Self-Efficacy To Teach Primary Science Based On ‘Science Learner’ Typology, Christina M. Norris, Julia E. Morris, Geoffrey W. Lummis
Preservice Teachers’ Self-Efficacy To Teach Primary Science Based On ‘Science Learner’ Typology, Christina M. Norris, Julia E. Morris, Geoffrey W. Lummis
Research outputs 2014 to 2021
According to international benchmarks [Thomson, S., Wernert, N., O'Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia's results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science …