TEACHERS’ SELF-DETERMINED MOTIVATION IN RELATION TO NON-TEACHING WORK TASKS
DOI:
https://doi.org/10.46827/ejes.v9i12.4596Keywords:
in-service teachers, work motivation, behavioural regulations, extra-role behaviours, instrument validationAbstract
The present article reports on two studies (pilot and main) aiming to examine the psychometric properties of two scales assessing (a) teachers’ work motivation and (b) their involvement in non-teaching work tasks, and to explore the associations between the two constructs under the theoretical framework of self-determination theory (SDT). A Greek version of Blais’ Work Motivation Inventory (BWMI-TGr) was adapted for teachers, and a new instrument measuring teacher behaviour relevant to non-teaching work tasks was developed. Rigorous analyses supported the construct validity and internal consistency of the scales used. The findings suggested that teachers’ intrinsic motivation presents the most optimal patterns of relationships with non-teaching work behaviours, such as preparation for teaching, professional training, education-related reading, collaboration with parents, and participation in the school’s cultural activities. Identified and introjected regulations exhibited positive relationships only with teacher involvement in cultural activities, whereas external regulation had no positive relationship with non-teaching work tasks. The findings are discussed through the lens of SDT and strategies are proposed for school climate improvements, which target the cultivation of teachers’ intrinsic motivation at work.
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