Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West

Dados Bibliográficos

ID9616629
AutoresMa Jenina N Nalipay (0000-0002-1401-9648, The Chinese University of Hong Kong Hong Kong SAR China), Ronnel B King (0000-0003-1723-1748, The Chinese University of Hong Kong Hong Kong SAR China, autor correspondente), Susanna Siu-Sze Yeung (0000-0003-0079-7155, The Education University of Hong Kong Hong Kong SAR China), Ching Sing Chai (0000-0002-6298-4813, The Chinese University of Hong Kong Hong Kong SAR China), Morris Siu‐Yung Jong (0000-0001-9186-0484, The Chinese University of Hong Kong Hong Kong SAR China)
Ano2023
Volume93
Fascículo2
Páginas453-466
Data de publicação2023-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Journal of Educational Psychology (JOURNAL)
Identificadores do periódicoISSN: 0007-0998 • E-ISSN: 2044-8279
EditoraWiley (PUBLISHER • GB)
DOI10.1111/bjep.12568
PMID36527231
OpenAlexW4311821311
IdiomaEN
Citações recebidas5
Referências citadas67

BACKGROUND: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. AIMS: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive activation. SAMPLE: We used data from the Teaching and Learning International Survey (TALIS) 2018, which included 50,595 teachers from 1252 schools in 10 countries and regions. METHODS: We performed a series of regression analyses to test a model of instrumental and prosocial motivation to predict three indicators of teaching quality (clarity of instruction, classroom management, and cognitive activation) while controlling for demographic characteristics (age, sex, educational level, and teaching experience). We examined this model in countries and regions from Eastern (Japan, Korea, Singapore, Shanghai and Taipei) and Western (Australia, Canada, New Zealand, United Kingdom and the United States of America) cultures. RESULTS: Results demonstrated that instrumental motivation predicted clarity of instruction in the East and classroom management in both the East and West; prosocial motivation, however, was a more consistent predictor of all indicators of teaching quality, except classroom management in the West, across cultures. CONCLUSION: Teachers' prosocial motivation to benefit others and contribute to society must be considered to understand teaching quality across various cultural contexts. Implications for theory, practice and policy are discussed

CLARITY · Developmental psychology · Mathematics education · Prosocial behavior · Quality (philosophy) · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation