Adaptive and maladaptive work-related motivation among teachers: A person-centered examination and links with well-being |
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| Institution: | 1. School of Education, University of New South Wales, Australia;2. Faculty of Education and Social Work, University of Sydney, Australia;3. Department of Education, University of Oxford, United Kingdom;4. School of Electrical and Information Engineering, University of Sydney, Australia;1. Welten Institute: Research Centre for Learning, Teaching and Technology, Open University, P.O. Box 2960, 6401 DL Heerlen, The Netherlands;2. Eindhoven School of Education, Eindhoven University, P.O. Box 513, 5600 MB Eindhoven, The Netherlands |
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| Abstract: | The primary aim of this study was to identify profiles of motivation among teachers. Using latent profile analysis among n = 519 Australian teachers, we considered multidimensional motivation by examining adaptive (self-efficacy, valuing, mastery orientation) and maladaptive motivation (anxiety, uncertain control, performance avoidance). Results revealed five distinct profiles of teachers' motivation. The study's secondary aim involved determining how the profiles are associated with well-being outcomes (work enjoyment, workplace buoyancy, work disengagement) and teachers' personal and job characteristics. Results revealed significant differences across the profiles. Together, the findings underscore the importance of attending to teachers' motivation in both research and practice. |
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| Keywords: | Teachers Motivation Well-being Latent profile analysis Person-centered analysis |
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