The Use Of Motivational Theory In Teacher Performance Evaluations
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The Use Of Motivational Theory In Teacher Performance Evaluations
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Author : Marjorie A. Parsons
language : en
Publisher:
Release Date : 1987
The Use Of Motivational Theory In Teacher Performance Evaluations written by Marjorie A. Parsons and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1987 with Employee motivation categories.
The Impact Of Herzberg S Motivational Theory On Elementary School Teacher S Performance Evaluations
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Author : Janice L. Stromberg
language : en
Publisher:
Release Date : 1989
The Impact Of Herzberg S Motivational Theory On Elementary School Teacher S Performance Evaluations written by Janice L. Stromberg and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1989 with Elementary school teachers categories.
Teacher Motivation
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Author : Paul W. Richardson
language : en
Publisher: Routledge
Release Date : 2014-05-30
Teacher Motivation written by Paul W. Richardson and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-05-30 with Education categories.
Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
Motivation Theory And Practice For Preservice Teachers
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Author : M. Kay Alderman
language : en
Publisher:
Release Date : 1985
Motivation Theory And Practice For Preservice Teachers written by M. Kay Alderman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1985 with Achievement motivation categories.
The authors in this volume propose expanding the topic of motivation in the preservice teacher education program by including contemporary research. Margaret W. Cohen reviews a body of research and theory concerned with the effects of extrinsic reinforcers on intrinsic motivation. She notes that contemporary research in the area of intrinsic motivation has consistently demonstrated that extrinsic reinforcers may undermine rather than facilitate performance on and interest in activities that are intrinsically motivating. Carole Ames addresses the implications of attribution theory for the teacher preparation curriculum. She believes it is important for teacher educators to help preservice teachers understand the positive and negative effects of types of classroom structure and evaluation on attribution. Dale H. Schunk suggests that social comparison is an inherent factor in every classroom and can have positive or negative motivation effects. M. Kay Alderman suggests that the preservice component in motivation should provide the preservice teacher with a repertoire of motivation-linked strategies, such as goal-setting, in order to facilitate learning and to educate students with high-achievement patterns of thought and action. Drawing from research on teacher effectiveness and decision making, Mary Rohrkemper argues that if preservice teachers are to be adequately prepared, they need concrete skills that will enable them to observe motivation, diagnose the need for motivational strategies, and assess the effectiveness of strategy implementation. Bibliographies accompany each of the articles. (JD)
Teaching Motivation For Student Engagement
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Author : Debra K. Meyer
language : en
Publisher: IAP
Release Date : 2021-03-01
Teaching Motivation For Student Engagement written by Debra K. Meyer and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-03-01 with Education categories.
Helping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional development. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teachers must understand that student engagement is not separate from development, instructional decision-making, classroom management, student relationships, and assessment. This volume on teaching teachers about motivation addresses these challenges. The authors share multiple approaches and frameworks to cut through the growing complexity and variety of motivational theories, and tie theory and research to real-world experiences that teachers are likely to encounter in their courses and classroom experiences. Additionally, each chapter is summarized with key “take away” practices. A shared perspective across all the chapters in this volume on teaching teachers about motivation is “walking the talk.” In every chapter, readers will be provided with rich examples of how research on and principles of classroom motivation can be re-conceptualized through a variety of college teaching strategies. Teachers and future teachers learning about motivation need to experience explicit modeling, practice, and constructive feedback in their college courses and professional development in order to incorporate those into their own practice. In addition, a core assumption throughout this volume is the importance of understanding the situated nature of motivation, and avoiding a “one-size-fits” all approach in the classroom. Teachers need to fully interrogate their instructional practices not only in terms of motivational principles, but also for their cultural relevance, equity, and developmental appropriateness. Just like P-12 students, college students bring their histories as learners and beliefs about motivation to their formal study of motivation. That is why college instructors teaching motivation must begin by helping students evaluate their personal beliefs and experiences. Relatedly, college instructors need to know their students and model differentiating their interactions to support each of them. The authors in this volume have, collectively, decades of experience teaching at the college level and conducting research in motivation, and provide readers with a variety of strategies to help teachers and future teachers explore how motivation is supported and undermined. In each chapter in this volume, readers will learn how college instructors can demonstrate what effective, motivationally supportive classrooms look, sound, and feel like.
The Effectiveness Of Performance Appraisals For Teachers In Kabwe District
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Author : Lillian Nsalamu Lialabi
language : en
Publisher: GRIN Verlag
Release Date : 2019-05-14
The Effectiveness Of Performance Appraisals For Teachers In Kabwe District written by Lillian Nsalamu Lialabi and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-05-14 with Business & Economics categories.
Thesis (M.A.) from the year 2014 in the subject Business economics - Personnel and Organisation, , course: Human Resource Mangement, language: English, abstract: The purpose of this quantitative and qualitative research was to assess the effectiveness of performance appraisals with regard to promotion in the Ministry of Education, Science, Vocational Training and Early Education in Kabwe District. There is a concern on how employees are rewarded by the way of promotion in the MOESVTEE in Kabwe District. Some teachers complain that, underserving teachers are those that get promoted at the expense of other hardworking teachers. The research used teacher’s effort, ability, role perception and performance as independent variables with promotion as the dependent variable. A cross sectional survey, structured questionnaire, simple random sampling was used to collect the data and multiple regression was used to analyze the data using mega start. Data was collected from 123 head-teachers, deputy-teachers and teachers using a questionnaire survey. Data was analyzed into two stages firstly it was checked for validity, reliability, identification outliners and normality of the data. Secondly multiple regression was conducted to test the hypotheses. Results from the survey indicate that, the Performance Appraisal system for teachers in Kabwe District is not effective. However, promotion practices were found to influence performance of teachers in the District. Teachers in the District have a negative perception on how promotions are carried out.
Teaching Motivation
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Author : W.A. Khan
language : en
Publisher: Discovery Publishing House
Release Date : 2003
Teaching Motivation written by W.A. Khan and has been published by Discovery Publishing House this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003 with Motivation in education categories.
Contents: Introduction, Trends of Research in India and Abroad, Methods and Procedure, Interpretation and Analysis of Results, Summary and Conclusion.
Motivation Theory And Research
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Author : Harold F. O'Neil
language : en
Publisher: Routledge
Release Date : 2012-12-06
Motivation Theory And Research written by Harold F. O'Neil and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-12-06 with Education categories.
Designed for professionals and graduate students in the personality/social, military, and educational psychology, and assessment/evaluation communities, this volume explores the state of the art in motivational research for individuals and teams from multiple theoretical viewpoints as well as their effects in both schools and training environments. The great majority of education and training R&D is focused on the cognitive dimensions of learning, for instance, the acquisition and retention of knowledge and skills. Less attention has been given in the literature and in the design of education and training itself to motivational variables and their influence on performance. As such, this book is unique in the following montage of factors: * a focus on motivation of teams or groups as well as individuals; * an examination of the impact of motivation on performance (and, thus, also on cognition) rather than only on motivation itself; * research in training as well as educational settings. The data reported were collected in various venues including schools, laboratories and field settings. The chapter authors are the researchers that, in many cases, have defined the state of the art in motivation.
Assessment Of Teacher Reactions To The Performance Evaluation System And The Motivational Effects Of Teachers To A Performance Based Bonus Program In Korea
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Author : Bong-Woon Ha
language : en
Publisher:
Release Date : 2003
Assessment Of Teacher Reactions To The Performance Evaluation System And The Motivational Effects Of Teachers To A Performance Based Bonus Program In Korea written by Bong-Woon Ha and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003 with categories.
Motivation For Achievement
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Author : M. Kay Alderman
language : en
Publisher: Routledge
Release Date : 2013-05-13
Motivation For Achievement written by M. Kay Alderman and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-05-13 with Education categories.
Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators —teachers, parents, coaches, and administrators—to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice. Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and helping students develop the tools that will enable them to be self-regulated learners and develop their potential. Pedagogical features aid the understanding of concepts and the application to practice: Strategy boxes present guidelines and strategies for using the various concepts. Exhibit boxes include forms for different purposes (for example, goal setting), examples of teacher beliefs and practices, and samples of student work. Reflection boxes stimulate readers’ thinking about motivational issues inherent in the topics, their experiences, and their beliefs. A motivational toolbox at the end of each chapter helps readers identify important points to think about, lingering questions, strategies to use now, and strategies to develop in the future. NEW IN THE THIRD EDITION Updated research and new topics are added throughout as warranted by current inquiry in the field. Chapters are reorganized to provide more coherence and to account for new findings. New and updated material is included on issues of educational reform, standards for achievement, and high-stakes testing, and on achievement goal theory, especially regarding performance goals and the distinction between performance-approach and performance-avoidance goals as relevant to classroom practice.