Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia

• Autores: Yulia Irnidayanti, Ridwan Maulana, Michelle Helms-Lorenz, Nurul Fadhila
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 43, Nº 2, 2020, págs. 271-308
• Idioma: inglés
• DOI: 10.1080/02103702.2020.1722413
• Títulos paralelos:
  • Relación entre la motivación docente y el comportamiento docente en profesores de educación secundaria en Indonesia
• Enlaces
  • Texto completo
• Dialnet Métricas: 8 Citas
• Resumen
  • español

    La investigación sobre la motivación del profesorado está aumentando considerablemente. Varios estudios han mostrado la relación entre la motivación y el comportamiento de los docentes. El objetivo de este estudio era investigar la relación entre la motivación percibida de los profesores y su comportamiento real en el contexto de la educación secundaria. Llevamos a cabo una encuesta sobre la motivación del profesorado y recibimos respuestas de 315 docentes de 28 escuelas en 13 provincias de Indonesia. Se formó a observadores empleando un esquema de observación validado, y se hicieron observaciones de los profesores en sus aulas. Los resultados del análisis multinivel indicaron que: (1) la motivación percibida controlada no predice el comportamiento docente real; (2) la motivación autónoma percibida es un predictor positivo de, al menos, algunos ámbitos del comportamiento docente real. Los niveles más elevados de motivación autónoma percibida se asociaron con puntuaciones más altas en gestión de la clase y claridad de la docencia. También hay una leve tendencia (p < .10) a que la motivación autónoma explique las diferencias en otros ámbitos del comportamiento docente, pero no de la activación de la enseñanza. Este estudio destaca la importancia de la motivación autónoma en la calidad de la enseñanza.

  • English

    Research on teacher motivation is increasing substantially. Several studies have demonstrated the relationship between the motivation and teaching behaviour of teachers. The objective of this study was to investigate the relationship between the perceived motivation of teachers and their actual teaching behaviour in the context of secondary education. A survey on teacher motivation yielded responses from 315 teachers from 28 schools across 13 provinces in Indonesia. These teachers were observed in their classrooms by trained observers using a validated observation scheme. Results of a multilevel analysis indicate that: (1) perceived controlled motivation does not predict actual teaching behaviour; (2) perceived autonomous motivation is a positive predictor of at least some domains of actual teaching behaviour. Higher levels of perceived autonomous motivation are associated with higher scores on classroom management and clarity of instruction. There is also a slight tendency (p < .10) for autonomous motivation to explain differences in other domains of teaching behaviour, with the exception of activating teaching. This study highlights the importance of autonomous motivation in relation to teaching quality.

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