Download pdf
Research on the Influencing Factors and Problems of Teacher Professional Motivation from the Perspective of Teacher Professional Beliefs
- 1 Hubei University of Technology Engineering and Technology College
* Author to whom correspondence should be addressed.
Abstract
With the reform of education, the role of teachers has gradually shifted from simply imparting knowledge to guiding students, putting higher expectations and pressure on teachers. In this context, this article analyzes the correlation between teachers' professional beliefs and professional motivations from the perspective of professional beliefs. This article argues that in the context of high-pressure environments and rapid technological development, the reasons for insufficient professional motivation among teachers include excessive work pressure, lack of social and school support, and inadequate salary and promotion mechanisms. Teacher professional beliefs have a positive effect on professional motivation. When enhancing professional beliefs, teacher professional beliefs have a significant improvement effect on professional motivation, which helps teachers maintain positivity and enthusiasm when facing challenges and difficulties. Based on this, this article proposes specific methods to enhance teachers' beliefs and motivation, such as providing psychological support to help teachers relieve stress, offering more professional development opportunities to boost teachers' professional confidence, establishing a fair reward and recognition mechanism, and improving the teaching and office environment through a series of incentive measures to help enhance teachers' professional beliefs, thereby achieving the goal of improving teaching motivation and quality.
Keywords
Teacher Motivation, Professional Beliefs, Teacher Burnout, Educational Reform, Self-Efficacy
[1]. Katz, I., & Shahar, B. H. (2015). What Makes a Motivating Teacher? Teachers' Motivation and Beliefs as Predictors of Their Autonomy-Supportive Style. School Psychology International, 36(6), 575-588.
[2]. Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher Self-Efficacy and Inclusive Education Practices: Rethinking Teachers' Engagement with Inclusive Practices. Teaching and Teacher Education, 117, 103802.
[3]. Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review of Psychology, 53(1), 109-132.
[4]. Sato, M., Fernández Castillo, F., & Oyanedel, J. C. (2022). Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Demotivate Them? Frontiers in Psychology, 13, 891452.
[5]. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions. Contemporary Educational Psychology, 61, 101860.
[6]. Gillet, N., Morin, A. J., Sandrin, É., & Fernet, C. (2022). Predictors and Outcomes of Teachers' Burnout Trajectories Over a Seven-Year Period. Teaching and Teacher Education, 117, 103781.
[7]. Madigan, D. J., & Kim, L. E. (2021). Does Teacher Burnout Affect Students? A Systematic Review of Its Association with Academic Achievement and Student-Reported Outcomes. International Journal of Educational Research, 105, 101714.
[8]. Watt, H. M., & Richardson, P. W. (2023). Supportive School Workplaces for Beginning Teachers' Motivations and Career Satisfaction. In Remembering the Life, Work, and Influence of Stuart A. Karabenick: A Legacy of Research on Self-Regulation, Help Seeking, Teacher Motivation, and More, 115-138.
[9]. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher Efficacy: Capturing an Elusive Construct. Teaching and Teacher Education, 17(7), 783-805.
[10]. Turner, K., & Garvis, S. (2023). Teacher Educator Wellbeing, Stress and Burnout: A Scoping Review. Education Sciences, 13(4), 351.
[11]. Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10(4), 16-37.
[12]. Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, Burnout, Anxiety, and Depression among Teachers: A Scoping Review. International Journal of Environmental Research and Public Health, 19(17), 10706.
[13]. Hornstra, L., Mansfield, C., Van Der Veen, I., Peetsma, T., & Volman, M. (2015). Motivational Teacher Strategies: The Role of Beliefs and Contextual Factors. Learning Environments Research, 18, 363-392.
[14]. Ingersoll, R. M., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 81(2), 201-233.
[15]. Bardach, L., & Klassen, R. M. (2021). Teacher Motivation and Student Outcomes: Searching for the Signal. Educational Psychologist, 56(4), 283-297.
[16]. Holmström, A., Tuominen, H., Laasanen, M., & Veermans, M. (2023). Teachers' Work Engagement and Burnout Profiles: Associations with Sense of Efficacy and Interprofessional Collaboration in School. Teaching and Teacher Education, 132, 104251.
Cite this article
Su,J. (2025). Research on the Influencing Factors and Problems of Teacher Professional Motivation from the Perspective of Teacher Professional Beliefs. Lecture Notes in Education Psychology and Public Media,81,86-93.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 3rd International Conference on Social Psychology and Humanity Studies
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).