Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6851161 | Teaching and Teacher Education | 2014 | 11 Pages |
Abstract
Based on Self-determination theory, a mixed method design was used to explore 218 teachers' motivation and intentions regarding participation in training and teaching of an innovative academic subject (i.e., Research Project). Structural equation modeling revealed that autonomous motivation positively predicted teacher intentions to participate in relevant training and to implement innovation in the future, while controlled motivation did not. The findings imply that policy makers should encourage strategies that foster teacher autonomous motivation for promoting successful implementations of educational innovations.
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Education
Authors
Georgios Gorozidis, Athanasios G. Papaioannou,