Motivating Teachers in the Developing World: Insights from Research with English Language Teachers in Oman

Autor/in	Wyatt, Mark
Titel	Motivating Teachers in the Developing World: Insights from Research with English Language Teachers in Oman
Quelle	In: International Review of Education, 59 (2013) 2, S.217-242 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-013-9358-0
Schlagwörter	Language Teachers; English (Second Language); Self Determination; Teacher Motivation; Environmental Influences; Educational Change; Case Studies; Foreign Countries; Teacher Behavior; Educational History; Second Language Learning; Second Language Instruction; Professional Autonomy; Psychological Needs; Faculty Development; Oman + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstbestimmung; Environmental influence; Umwelteinfluss; Bildungsreform; Case study; Fallstudie; Case Study; Ausland; Teacher behaviour; Lehrerverhalten; History of education; Bildungsgeschichte; Zweitsprachenerwerb; Fremdsprachenunterricht; Berufsfreiheit
Abstract	According to some commentators, targets set by the international community for bringing education to all children in developing countries are threatened by a teacher motivation crisis. For this crisis to be addressed, challenges to the motivation of teachers in such contexts need to be understood from perspectives both theoretical and comparative. Thus an analysis is required of the changes that have taken place particularly in countries whose education systems have developed rapidly in recent decades. Case studies of motivated teacher behaviour in such national contexts might be of relevance to educational reformers. Drawing upon the tenets of self-determination theory (SDT), this article begins by discussing the nature of the reported teacher motivation crisis in the developing world more generally. It then focuses on the Sultanate of Oman, highlighting recent historical developments there. Having thus set the scene, the author considers the extent to which negative environmental influences on teacher motivation in Oman have been addressed and then looks for evidence of intrinsic motivation in case studies of Omani English teachers. Returning to the developing world more generally, conclusions focus on how teachers' psychological needs for competence, autonomy and relatedness can be met through educational policies that reduce negative influences on teacher motivation and provide both inspiring professional development opportunities and work environments characterised by respect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10