TY - JOUR
T1 - Teachers’ Motivation for Teaching in Higher Education
T2 - Portuguese Validation of a Questionnaire
AU - Almeida, Leandro Silva
AU - Moreira, Maria Alfredo
AU - Caldeira, Suzana Nunes
AU - Soares, Sara Medeiros
AU - van Hattum-Janssen, Natascha
AU - Visser-Wijnveen, Gerda J.
N1 - Publisher Copyright:
© 2021 Universidade de Sao Paulo 1. All rights reserved.
PY - 2021/3/1
Y1 - 2021/3/1
N2 - Motivation for teaching is key in the establishment and further development of high-quality higher education, as it affects teachers' investment in quality learning experiences for their students, as well as institutional efficacy and well-being. This study aimed to validate a questionnaire, originally developed in Belgium, designed to evaluate three dimensions (self-efficacy, interest, and effort) of intrinsic motivation for teaching for a different national population. The sample consisted of 616 academics working in public higher education institutions in Portugal. Confirmatory factor analysis was conducted and internal consistency of items analyzed. The results show that the original dimensionality of the construct is confirmed in the Portuguese teachers' sample. Motivation for teaching in the Portuguese context is primarily explained by the following factors: personal efficacy, interest in the task, and effort placed on teaching responsibilities. A difference was found in that personal efficacy could not be divided in context and general personal efficacy.
AB - Motivation for teaching is key in the establishment and further development of high-quality higher education, as it affects teachers' investment in quality learning experiences for their students, as well as institutional efficacy and well-being. This study aimed to validate a questionnaire, originally developed in Belgium, designed to evaluate three dimensions (self-efficacy, interest, and effort) of intrinsic motivation for teaching for a different national population. The sample consisted of 616 academics working in public higher education institutions in Portugal. Confirmatory factor analysis was conducted and internal consistency of items analyzed. The results show that the original dimensionality of the construct is confirmed in the Portuguese teachers' sample. Motivation for teaching in the Portuguese context is primarily explained by the following factors: personal efficacy, interest in the task, and effort placed on teaching responsibilities. A difference was found in that personal efficacy could not be divided in context and general personal efficacy.
KW - Higher education
KW - Intrinsic motivation
KW - Teachers
UR - http://www.scopus.com/inward/record.url?scp=85103516498&partnerID=8YFLogxK
U2 - 10.1590/1982-4327E3104
DO - 10.1590/1982-4327E3104
M3 - Article
AN - SCOPUS:85103516498
SN - 0103-863X
VL - 31
JO - Paideia
JF - Paideia
M1 - e3104
ER -