WHAT ARE THE PATTERNS OF EXPERIENCE FOR TEACHERS WHO ARE INTRINSICALLY MOTIVATED OR EXTRINSICALLY MOTIVATED WITH IDENTIFICATION REGULATED, AND HAVE HIGH TEACHER SELF-EFFICACY?

Abstract

Motivation is the driving force behind an action. Intrinsic motivation derives its origin

from an individual’s desire to perform a task for its inherent pleasure. Extrinsic motivation derives its origin from outside the individual and forces the individual into a state of compliance. However, extrinsic motivation does not have just one category - there are three. They are extrinsic motivation with identification regulation, extrinsic motivation with self-introjection regulation, or extrinsic motivation with external regulation. Finally, an individual can be amotivational, which means the individual is without any motivation to complete an action.

Efficacy is the belief that one has the ability to perform a task with a positive outcome. Teacher efficacy can be categorized into three areas that impact student learning: student engagement, instructional strategies, and classroom management.

The literature indicates a teacher’s motivation and efficacy impacts students’ learning. Teachers who are intrinsically motivated or extrinsically motivated with identification regulation along with high teacher efficacy have a positive impact on student learning. The inverse is also true. There is a reduced impact on student learning for teachers who are extrinsically motivated with either self-introjection regulation or external regulation, and low teacher efficacy.

The purpose of this study was to investigate patterns of experiences among teachers who are intrinsically motivated or extrinsically motivated with identification regulation along with high teacher efficacy. Ten participants from Community Elementary School volunteered to be a part of this study. Each participant was given the Work Tasks Motivation Scale for Teachers and the Teachers’ Sense of Efficacy Scale (long form). Participants were then interviewed individually to determine patterns of experiences in childhood, in K-12 schooling, in student teaching, and in teaching at Community Elementary School. Results indicate participants’ intrinsic motivation or extrinsic motivation with identification regulation and high teacher efficacy shared experiences in the types of feedback and expectations given by parents, teachers, mentors, and administration. Participants who felt in control over their lives and felt they were allowed to learn from their mistakes had higher levels of intrinsic motivation or extrinsic motivation with identification regulation and higher levels of teacher efficacy. Finally, results demonstrated that participants had higher levels of intrinsic motivation or extrinsic motivation with identification regulation in the work tasks they felt they had more control over versus those tasks dictated by others.