What Makes Teachers Tick? Sustaining Events in New Teachers' Lives

Autor/inn/en	Morgan, Mark; Ludlow, Larry; Kitching, Karl; O'Leary, Michael; Clarke, Aleisha
Titel	What Makes Teachers Tick? Sustaining Events in New Teachers' Lives
Quelle	In: British Educational Research Journal, 36 (2010) 2, S.191-208 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Job Satisfaction; Motivation; Foreign Countries; Teaching (Occupation); Stress Variables; Teachers; Beginning Teachers; Elementary School Teachers; Teaching Conditions; Experience; Diaries; Affective Behavior; Teacher Attitudes; Teacher Effectiveness; Ireland + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; psychologische; Motivation (psychologisch); Ausland; Teaching; Lehrberuf; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrbedingungen; Unterrichtsbedingungen; Erfahrung; Diary; Tagebuch; Affective disturbance; Active behaviour; Affektive Störung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Irland
Abstract	To investigate what keeps teachers motivated on a day-to-day basis, we traced the importance of routinely encountered "affective episodes". Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in Ireland strongly suggest the "absence" of positive experiences undermines commitment and efficacy rather than the "occurrence" of negative events. Furthermore, while remote structural factors may heavily influence teaching, it is the perception of events at micro-level that impinge most strongly on motivation. Finally, the importance of particular experiences was, crucially, more related to their frequency than intensity. A major implication for teachers' job satisfaction is the suggestion that while adverse episodes may be inevitably experienced, positive events (that occur independently of negative ones) fortify motivation and resilience. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10