TY - JOUR
T1 - Autonomous motivation of Omani early childhood pre-service teachers for teaching
AU - Tekin, Ali Kemal
N1 - Publisher Copyright:
© 2015 Taylor & Francis.
PY - 2016/7/2
Y1 - 2016/7/2
N2 - This study investigated the Omani early childhood pre-service teachers’ motivation for teaching. Specific attention was given to the levels of their autonomous motivation, including: (1) intrinsic motivation and (2) extrinsic motivation comprised of identified, introjected, and external motivations. In addition, the effects of age, cohort (grade level), and cumulative grade point average (CGPA) on their motivation for teaching were examined. Participants included 62 Omani early childhood pre-service teachers. A modified version of the Work Tasks Motivation Scale for Teachers was used as an instrument. The results suggested that the participants had higher intrinsic motivations than extrinsic motivations for teaching. Among their extrinsic motivations, ‘identified motivation’ was reported as the highest, followed by ‘external motivation’, and then ‘introjected motivation’. The results also revealed that participants’ age and cohort had significant effects on their introjected motivations. Implications were discussed and recommendations were made for future studies.
AB - This study investigated the Omani early childhood pre-service teachers’ motivation for teaching. Specific attention was given to the levels of their autonomous motivation, including: (1) intrinsic motivation and (2) extrinsic motivation comprised of identified, introjected, and external motivations. In addition, the effects of age, cohort (grade level), and cumulative grade point average (CGPA) on their motivation for teaching were examined. Participants included 62 Omani early childhood pre-service teachers. A modified version of the Work Tasks Motivation Scale for Teachers was used as an instrument. The results suggested that the participants had higher intrinsic motivations than extrinsic motivations for teaching. Among their extrinsic motivations, ‘identified motivation’ was reported as the highest, followed by ‘external motivation’, and then ‘introjected motivation’. The results also revealed that participants’ age and cohort had significant effects on their introjected motivations. Implications were discussed and recommendations were made for future studies.
KW - Oman
KW - autonomous motivation for teaching
KW - early childhood pre-service teachers
KW - extrinsic motivation
KW - intrinsic motivation
KW - self-determination theory
UR - http://www.scopus.com/inward/record.url?scp=84940705267&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84940705267&partnerID=8YFLogxK
U2 - 10.1080/03004430.2015.1076401
DO - 10.1080/03004430.2015.1076401
M3 - Article
AN - SCOPUS:84940705267
SN - 0300-4430
VL - 186
SP - 1096
EP - 1109
JO - Early Child Development and Care
JF - Early Child Development and Care
IS - 7
ER -