메뉴 건너뛰기




Volumn 39, Issue , 2014, Pages 1-11

Teachers' motivation to participate in training and to implement innovations

Author keywords

Autonomous motivation; Educational innovation; Intentions; Participatory motivation; Professional development; Self determination

Indexed keywords


EID: 84890829526     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2013.12.001     Document Type: Article
Times cited : (179)

References (95)
  • 1
    • 0842285912 scopus 로고    scopus 로고
    • Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning
    • Abrami P.C., Poulsen C., Chambers B. Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning. Educational Psychology 2004, 24:201-216. 10.1080/0144341032000160146.
    • (2004) Educational Psychology , vol.24 , pp. 201-216
    • Abrami, P.C.1    Poulsen, C.2    Chambers, B.3
  • 4
    • 33645664212 scopus 로고    scopus 로고
    • Professional development and professional learning: bridging the gap for experienced physical education teachers
    • Armour K.M., Yelling M.R. Professional development and professional learning: bridging the gap for experienced physical education teachers. European Physical Education Review 2004, 10:71-93. 10.1177/1356336x04040622.
    • (2004) European Physical Education Review , vol.10 , pp. 71-93
    • Armour, K.M.1    Yelling, M.R.2
  • 5
    • 13544270161 scopus 로고    scopus 로고
    • Intrinsic need satisfaction: a motivational basis of performance and weil-being in two work settings
    • Baard P.P., Deci E.L., Ryan R.M. Intrinsic need satisfaction: a motivational basis of performance and weil-being in two work settings. Journal of Applied Social Psychology 2004, 34:2045-2068. 10.1111/j.1559-1816.2004.tb02690.x.
    • (2004) Journal of Applied Social Psychology , vol.34 , pp. 2045-2068
    • Baard, P.P.1    Deci, E.L.2    Ryan, R.M.3
  • 6
    • 0000644483 scopus 로고
    • Issues in the application of covariance structure analysis: a further comment
    • Bagozzi R.P. Issues in the application of covariance structure analysis: a further comment. Journal of Consumer Research 1983, 9(4):449.
    • (1983) Journal of Consumer Research , vol.9 , Issue.4 , pp. 449
    • Bagozzi, R.P.1
  • 7
    • 4043077109 scopus 로고    scopus 로고
    • Types of "teachers in training": the reactions of primary school science teachers when confronted with the task of implementing an innovation
    • Bitan-Friedlander N., Dreyfus A., Milgrom Z. Types of "teachers in training": the reactions of primary school science teachers when confronted with the task of implementing an innovation. Teaching and Teacher Education 2004, 20:607-619. 10.1016/j.tate.2004.06.007.
    • (2004) Teaching and Teacher Education , vol.20 , pp. 607-619
    • Bitan-Friedlander, N.1    Dreyfus, A.2    Milgrom, Z.3
  • 10
    • 84993730688 scopus 로고    scopus 로고
    • Professional development and teacher learning: mapping the terrain
    • Borko H. Professional development and teacher learning: mapping the terrain. Educational Researcher 2004, 33:3-15. 10.3102/0013189x033008003.
    • (2004) Educational Researcher , vol.33 , pp. 3-15
    • Borko, H.1
  • 12
    • 33646268207 scopus 로고    scopus 로고
    • Integrating quantitative and qualitative research: how is it done?
    • Bryman A. Integrating quantitative and qualitative research: how is it done?. Qualitative Research 2006, 6:97-113. 10.1177/1468794106058877.
    • (2006) Qualitative Research , vol.6 , pp. 97-113
    • Bryman, A.1
  • 13
    • 84865706023 scopus 로고    scopus 로고
    • Collaborative inquiry in teacher professional development
    • Butler D.L., Schnellert L. Collaborative inquiry in teacher professional development. Teaching and Teacher Education 2012, 28:1206-1220. 10.1016/j.tate.2012.07.009.
    • (2012) Teaching and Teacher Education , vol.28 , pp. 1206-1220
    • Butler, D.L.1    Schnellert, L.2
  • 14
    • 84890835076 scopus 로고    scopus 로고
    • How do cognitive and motivational factors influence teachers' degree of program implementation?: a qualitative examination of teacher perspectives
    • Cave A., Mulloy M. How do cognitive and motivational factors influence teachers' degree of program implementation?: a qualitative examination of teacher perspectives. National Forum of Educational Administration and Supervision Journal 2010, 27:1-26.
    • (2010) National Forum of Educational Administration and Supervision Journal , vol.27 , pp. 1-26
    • Cave, A.1    Mulloy, M.2
  • 16
    • 0000249887 scopus 로고    scopus 로고
    • Relationships of knowledge and practice: teacher learning in communities
    • Retrieved from
    • Cochran-Smith M., Lytle S.L. Relationships of knowledge and practice: teacher learning in communities. Review of Research in Education 1999, 24:249-305. Retrieved from. http://www.jstor.org/stable/1167272.
    • (1999) Review of Research in Education , vol.24 , pp. 249-305
    • Cochran-Smith, M.1    Lytle, S.L.2
  • 18
    • 3042573883 scopus 로고    scopus 로고
    • Teacher quality and student achievement. A review of state policy evidence
    • Retrieved from
    • Darling-Hammond L. Teacher quality and student achievement. A review of state policy evidence. Periodical Policy Analysis Archives 2000, 8. Retrieved from. http://epaa.asu.edu/epaa/v8n1.
    • (2000) Periodical Policy Analysis Archives , vol.8
    • Darling-Hammond, L.1
  • 20
    • 45449092425 scopus 로고    scopus 로고
    • Facilitating optimal motivation and psychological well-being across life's domains
    • Deci E.L., Ryan R.M. Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology 2008, 49:14-23. 10.1037/0708-5591.49.1.14.
    • (2008) Canadian Psychology , vol.49 , pp. 14-23
    • Deci, E.L.1    Ryan, R.M.2
  • 21
    • 0035536622 scopus 로고    scopus 로고
    • Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: a cross-cultural study of self-determination
    • Deci E.L., Ryan R.M., Gagné M., Leone D.R., Usunov J., Kornazheva B.P. Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: a cross-cultural study of self-determination. Personality and Social Psychology Bulletin 2001, 27:930-942. 10.1177/0146167201278002.
    • (2001) Personality and Social Psychology Bulletin , vol.27 , pp. 930-942
    • Deci, E.L.1    Ryan, R.M.2    Gagné, M.3    Leone, D.R.4    Usunov, J.5    Kornazheva, B.P.6
  • 23
    • 33749662882 scopus 로고    scopus 로고
    • The effects of a long-term professional development program on the beliefs and practices of experienced teachers
    • Deglau D., O'Sullivan M. The effects of a long-term professional development program on the beliefs and practices of experienced teachers. Journal of Teaching in Physical Education 2006, 25:379-396.
    • (2006) Journal of Teaching in Physical Education , vol.25 , pp. 379-396
    • Deglau, D.1    O'Sullivan, M.2
  • 24
    • 84890848614 scopus 로고    scopus 로고
    • Teachers' intrinsic and extrinsic motivation as predictors of student engagement
    • Retrieved from
    • Demir K. Teachers' intrinsic and extrinsic motivation as predictors of student engagement. e-Journal of New World Sciences Academy Education Sciences 2011, 6:1397-1409. Retrieved from. http://www.newwsa.com/download/gecici_makale_dosyalari/NWSA-3606-2019-4.pdf.
    • (2011) e-Journal of New World Sciences Academy Education Sciences , vol.6 , pp. 1397-1409
    • Demir, K.1
  • 25
    • 17444418271 scopus 로고    scopus 로고
    • The education participation scale-modified: evaluating a measure of continuing education
    • Dia D., Smith C.A., Cohen-Callow A., Bliss D.L. The education participation scale-modified: evaluating a measure of continuing education. Research on Social Work Practice 2005, 15:213-222. 10.1177/1049731504273543.
    • (2005) Research on Social Work Practice , vol.15 , pp. 213-222
    • Dia, D.1    Smith, C.A.2    Cohen-Callow, A.3    Bliss, D.L.4
  • 26
    • 85172979347 scopus 로고    scopus 로고
    • Retrieved from, (in Greek), Educational Research Center
    • Educational Research Center Greek educational system in school units level 2007, Retrieved from, (in Greek). http://www.kee.gr/attachments/file/apot.htm.
    • (2007) Greek educational system in school units level
  • 27
    • 84890814958 scopus 로고    scopus 로고
    • European Commission/EACEA/Eurydice, Publications Office of the European Union, Luxembourg, Retrieved from
    • European Commission/EACEA/Eurydice Teachers' and school heads' salaries and allowances in Europe, 2011/12. Eurydice report 2012, Publications Office of the European Union, Luxembourg, Retrieved from. http://eacea.ec.europa.eu/education/eurydice/facts_and_figures_en.php.
    • (2012) Teachers' and school heads' salaries and allowances in Europe, 2011/12. Eurydice report
  • 28
    • 84890838969 scopus 로고    scopus 로고
    • European Commission/EACEA/Eurydice, Eurydice Report, Publications Office of the European Union, Luxembourg, Retrieved from
    • European Commission/EACEA/Eurydice Key data on teachers and school leaders in Europe 2013, Eurydice Report, Publications Office of the European Union, Luxembourg, Retrieved from. http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/151EN.pdf, 2013 ed.
    • (2013) Key data on teachers and school leaders in Europe
  • 29
    • 79952589142 scopus 로고    scopus 로고
    • Development and validation of the work role motivation scale forschool principals (WRMS-SP)
    • Fernet C. Development and validation of the work role motivation scale forschool principals (WRMS-SP). Educational Administration Quarterly 2011, 47:307-331. 10.1177/0013161x10385108.
    • (2011) Educational Administration Quarterly , vol.47 , pp. 307-331
    • Fernet, C.1
  • 30
    • 3142753421 scopus 로고    scopus 로고
    • Adjusting to job demands: the role of work self-determination and job control in predicting burnout
    • Fernet C., Guay F., Senécal C. Adjusting to job demands: the role of work self-determination and job control in predicting burnout. Journal of Vocational Behavior 2004, 65:39-56. 10.1016/S0001-8791(03)00098-8.
    • (2004) Journal of Vocational Behavior , vol.65 , pp. 39-56
    • Fernet, C.1    Guay, F.2    Senécal, C.3
  • 31
    • 84857237480 scopus 로고    scopus 로고
    • Predicting intraindividual changes in teacher burnout: the role of perceived school environment and motivational factors
    • Fernet C., Guay F., Senécal C., Austin S. Predicting intraindividual changes in teacher burnout: the role of perceived school environment and motivational factors. Teaching and Teacher Education 2012, 28:514-525. 10.1016/j.tate.2011.11.013.
    • (2012) Teaching and Teacher Education , vol.28 , pp. 514-525
    • Fernet, C.1    Guay, F.2    Senécal, C.3    Austin, S.4
  • 33
    • 0000644483 scopus 로고
    • Issues in the application of covariance structure analysis: a comment
    • Fornell C. Issues in the application of covariance structure analysis: a comment. The Journal of Consumer Research 1983, 9:443-448.
    • (1983) The Journal of Consumer Research , vol.9 , pp. 443-448
    • Fornell, C.1
  • 34
    • 67349086895 scopus 로고    scopus 로고
    • Large-scale reform comes of age
    • Fullan M. Large-scale reform comes of age. Journal of Educational Change 2009, 10:101-113. 10.1007/s10833-009-9108-z.
    • (2009) Journal of Educational Change , vol.10 , pp. 101-113
    • Fullan, M.1
  • 35
    • 20744446898 scopus 로고    scopus 로고
    • Self-determination theory and work motivation
    • Gagné M., Deci E.L. Self-determination theory and work motivation. Journal of Organizational Behavior 2005, 26:331-362. 10.1002/job.322.
    • (2005) Journal of Organizational Behavior , vol.26 , pp. 331-362
    • Gagné, M.1    Deci, E.L.2
  • 37
    • 17444413199 scopus 로고    scopus 로고
    • Motivational orientations: evaluation of the education participation scale in a nontraditional doctor of pharmacy program
    • Retrieved from
    • Garst W.C., Ried L.D. Motivational orientations: evaluation of the education participation scale in a nontraditional doctor of pharmacy program. American Journal of Pharmaceutical Education 1999, 63:300-304. Retrieved from. http://archive.ajpe.org/legacy/pdfs/aj630308.pdf.
    • (1999) American Journal of Pharmaceutical Education , vol.63 , pp. 300-304
    • Garst, W.C.1    Ried, L.D.2
  • 38
    • 62149143632 scopus 로고    scopus 로고
    • The effect of teacherpsychological and school organizational and leadership factors on teachers' professional learning in Dutch schools
    • Geijsel F.P., Sleegers P.J.C., Stoel R.D., Krüger M.L. The effect of teacherpsychological and school organizational and leadership factors on teachers' professional learning in Dutch schools. The Elementary School Journal 2009, 109:406-427. 10.1086/593940.
    • (2009) The Elementary School Journal , vol.109 , pp. 406-427
    • Geijsel, F.P.1    Sleegers, P.J.C.2    Stoel, R.D.3    Krüger, M.L.4
  • 40
    • 84874133410 scopus 로고    scopus 로고
    • Teachers' self-efficacy, achievement goals, attitudes and intentions to implement the new Greek physical education curriculum
    • Gorozidis G., Papaioannou A. Teachers' self-efficacy, achievement goals, attitudes and intentions to implement the new Greek physical education curriculum. European Physical Education Review 2011, 17:231-253. 10.1177/1356336x11413654.
    • (2011) European Physical Education Review , vol.17 , pp. 231-253
    • Gorozidis, G.1    Papaioannou, A.2
  • 42
    • 0002018234 scopus 로고
    • Aprospective study of the relationships between motivational orientations and perceived competence with intrinsic motivation and achievement in a teacher education course
    • Goudas M., Biddle S., Underwood M. Aprospective study of the relationships between motivational orientations and perceived competence with intrinsic motivation and achievement in a teacher education course. Educational Psychology 1995, 15:89-96. 10.1080/0144341950150108.
    • (1995) Educational Psychology , vol.15 , pp. 89-96
    • Goudas, M.1    Biddle, S.2    Underwood, M.3
  • 43
    • 0002420782 scopus 로고
    • Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation
    • Guskey T.R. Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education 1988, 4:63-69. 10.1016/0742-051X(88)90025-X.
    • (1988) Teaching and Teacher Education , vol.4 , pp. 63-69
    • Guskey, T.R.1
  • 44
    • 84857812369 scopus 로고    scopus 로고
    • The relationship between teaching styles and motivation to teach among physical education teachers
    • Retrieved from
    • Hein V., Ries F., Pires F., Caune A., Emeljanovas A., Ekler J.H., et al. The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine 2012, 11:123-130. Retrieved from. http://www.jssm.org/vol11/n1/18/v11n1-18text.php.
    • (2012) Journal of Sports Science and Medicine , vol.11 , pp. 123-130
    • Hein, V.1    Ries, F.2    Pires, F.3    Caune, A.4    Emeljanovas, A.5    Ekler, J.H.6
  • 45
    • 78049354179 scopus 로고    scopus 로고
    • Motivating teachers to improve learning forculturally diverse students in New Zealand: promoting Māori and PacificIslands student achievement
    • Hynds A., McDonald L. Motivating teachers to improve learning forculturally diverse students in New Zealand: promoting Māori and PacificIslands student achievement. Professional Development in Education 2009, 36:525-540. 10.1080/19415250903319275.
    • (2009) Professional Development in Education , vol.36 , pp. 525-540
    • Hynds, A.1    McDonald, L.2
  • 46
    • 12844261115 scopus 로고    scopus 로고
    • An integrated model for the study of teacher motivation
    • Jesus S.N., Lens W. An integrated model for the study of teacher motivation. Applied Psychology 2005, 54:119-134. 10.1111/j.1464-0597.2005.00199.x.
    • (2005) Applied Psychology , vol.54 , pp. 119-134
    • Jesus, S.N.1    Lens, W.2
  • 47
    • 0030306393 scopus 로고    scopus 로고
    • Further examining the American dream: differential correlates of intrinsic and extrinsic goals
    • Kasser T., Ryan R.M. Further examining the American dream: differential correlates of intrinsic and extrinsic goals. Personality & Social Psychology Bulletin 1996, 22:280-287. 10.1177/0146167296223006.
    • (1996) Personality & Social Psychology Bulletin , vol.22 , pp. 280-287
    • Kasser, T.1    Ryan, R.M.2
  • 48
    • 84972605628 scopus 로고
    • Unidimensional versus domain representative parceling of questionnaire items: an empirical example
    • Kishton J.M., Widaman K.F. Unidimensional versus domain representative parceling of questionnaire items: an empirical example. Educational andPsychological Measurement 1994, 54:757-765. 10.1177/0013164494054003022.
    • (1994) Educational andPsychological Measurement , vol.54 , pp. 757-765
    • Kishton, J.M.1    Widaman, K.F.2
  • 49
    • 53349160887 scopus 로고    scopus 로고
    • The influence of professional development on teachers' psychosocial perceptions of teaching a health-related physical education curriculum
    • Kulinna P.H., McCaughtry N., Martin J.J., Cothran D., Faust R. The influence of professional development on teachers' psychosocial perceptions of teaching a health-related physical education curriculum. Journal of Teaching in Physical Education 2008, 27:292-307.
    • (2008) Journal of Teaching in Physical Education , vol.27 , pp. 292-307
    • Kulinna, P.H.1    McCaughtry, N.2    Martin, J.J.3    Cothran, D.4    Faust, R.5
  • 50
    • 0037319407 scopus 로고    scopus 로고
    • Factors affecting teachers' participation in professional learning activities
    • Kwakman K. Factors affecting teachers' participation in professional learning activities. Teaching and Teacher Education 2003, 19:149-170. 10.1016/S0742-051X(02)00101-4.
    • (2003) Teaching and Teacher Education , vol.19 , pp. 149-170
    • Kwakman, K.1
  • 51
    • 77955983578 scopus 로고    scopus 로고
    • School support and teacher motivation to implement project-based learning
    • Lam S.-f., Cheng R.W.-y., Choy H.C. School support and teacher motivation to implement project-based learning. Learning and Instruction 2010, 20:487-497. 10.1016/j.learninstruc.2009.07.003.
    • (2010) Learning and Instruction , vol.20 , pp. 487-497
    • Lam, S.-F.1    Cheng, R.W.-Y.2    Choy, H.C.3
  • 52
    • 42449126174 scopus 로고    scopus 로고
    • Teacher learning: the key to educational reform
    • Lieberman A., Pointer Mace D.H. Teacher learning: the key to educational reform. Journal of Teacher Education 2008, 59:226-234. 10.1177/0022487108317020.
    • (2008) Journal of Teacher Education , vol.59 , pp. 226-234
    • Lieberman, A.1    Pointer Mace, D.H.2
  • 54
    • 0003374357 scopus 로고    scopus 로고
    • Continuing professional education among educators: predictors of participation in learning activities
    • Livneh C., Livneh H. Continuing professional education among educators: predictors of participation in learning activities. Adult Education Quarterly 1999, 49:91-106. 10.1177/074171369904900202.
    • (1999) Adult Education Quarterly , vol.49 , pp. 91-106
    • Livneh, C.1    Livneh, H.2
  • 55
    • 33745807266 scopus 로고    scopus 로고
    • Factors influencing teachers' engagement in informal learning activities
    • Lohman M.C. Factors influencing teachers' engagement in informal learning activities. Journal of Workplace Learning 2006, 18:141-156. 10.1108/13665620610654577.
    • (2006) Journal of Workplace Learning , vol.18 , pp. 141-156
    • Lohman, M.C.1
  • 56
    • 0003027099 scopus 로고    scopus 로고
    • Confirmatory factor analysis: strategies for small sample sizes
    • Sage, Thousand Oaks: CA, R.H. Hoyle (Ed.)
    • Marsh H.W., Hau K.T. Confirmatory factor analysis: strategies for small sample sizes. Statistical strategies for small sample size 1999, 251-306. Sage, Thousand Oaks: CA. R.H. Hoyle (Ed.).
    • (1999) Statistical strategies for small sample size , pp. 251-306
    • Marsh, H.W.1    Hau, K.T.2
  • 57
    • 0032221781 scopus 로고    scopus 로고
    • Is more ever too much? The number of indicators per factor in confirmatory factor analysis
    • Marsh H.W., Hau K.-T., Balla J.R., Grayson D. Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research 1998, 33:181-220. 10.1207/s15327906mbr3302_1.
    • (1998) Multivariate Behavioral Research , vol.33 , pp. 181-220
    • Marsh, H.W.1    Hau, K.-T.2    Balla, J.R.3    Grayson, D.4
  • 58
    • 53349095624 scopus 로고    scopus 로고
    • The effectiveness of mentoring-based professional development on physical education teachers' pedometer and computer efficacy and anxiety
    • Martin J.J., McCaughtry N., Kulinna P.H. The effectiveness of mentoring-based professional development on physical education teachers' pedometer and computer efficacy and anxiety. Journal of Teaching in Physical Education 2008, 27:68-82.
    • (2008) Journal of Teaching in Physical Education , vol.27 , pp. 68-82
    • Martin, J.J.1    McCaughtry, N.2    Kulinna, P.H.3
  • 59
    • 79960570160 scopus 로고    scopus 로고
    • The impact of a social cognitive theory-based intervention on physical education teacher self-efficacy
    • Martin J.J., McCaughtry N., Kulinna P.H., Cothran D. The impact of a social cognitive theory-based intervention on physical education teacher self-efficacy. Professional Development in Education 2009, 35:511-529. 10.1080/19415250902781814.
    • (2009) Professional Development in Education , vol.35 , pp. 511-529
    • Martin, J.J.1    McCaughtry, N.2    Kulinna, P.H.3    Cothran, D.4
  • 60
    • 33847617689 scopus 로고    scopus 로고
    • Patterns of response and nonresponse from teachers to traditional and web surveys
    • Retrieved from
    • Mertler C.A. Patterns of response and nonresponse from teachers to traditional and web surveys. Practical Assessment, Research & Evaluation 2003, 8(22). Retrieved from. http://pareonline.net/getvn.asp?v=8%26n=22.
    • (2003) Practical Assessment, Research & Evaluation , vol.8 , Issue.22
    • Mertler, C.A.1
  • 61
    • 85172944898 scopus 로고    scopus 로고
    • Ministry of Education, Lifelong Learning & Religious Affairs, Organization of Publishing Didactic Books, Athens, Retrieved from, (in Greek)
    • Ministry of Education, Lifelong Learning & Religious Affairs The innovation of research project in the new high school (Teachers' book) 2011, Organization of Publishing Didactic Books, Athens, Retrieved from, (in Greek). http://digitalschool.minedu.gov.gr/courses/DSGL-A107/.
    • (2011) The innovation of research project in the new high school (Teachers' book)
  • 62
    • 0031612588 scopus 로고    scopus 로고
    • Reconciling processing dynamics and personality dimensions
    • Mischel W., Shoda Y. Reconciling processing dynamics and personality dimensions. Annual Review of Psychology 1998, 49:229-258. 10.1146/annurev.psych.49.1.229.
    • (1998) Annual Review of Psychology , vol.49 , pp. 229-258
    • Mischel, W.1    Shoda, Y.2
  • 65
    • 70149107928 scopus 로고    scopus 로고
    • Autonomy, competence, and relatedness in theclassroom: applying self-determination theory to educational practice
    • Niemiec C.P., Ryan R.M. Autonomy, competence, and relatedness in theclassroom: applying self-determination theory to educational practice. Theory and Research in Education 2009, 7:133-144. 10.1177/1477878509104318.
    • (2009) Theory and Research in Education , vol.7 , pp. 133-144
    • Niemiec, C.P.1    Ryan, R.M.2
  • 66
    • 21144478694 scopus 로고
    • Investigation of the factors that influence employees' participation in development activities
    • Noe R.A., Wilk S.L. Investigation of the factors that influence employees' participation in development activities. Journal of Applied Psychology 1993, 78:291-302. 10.1037/0021-9010.78.2.291.
    • (1993) Journal of Applied Psychology , vol.78 , pp. 291-302
    • Noe, R.A.1    Wilk, S.L.2
  • 68
    • 84873968256 scopus 로고    scopus 로고
    • The place of achievement goals in the social context of sport: A comparison of Nicholls' and Elliot's models
    • Human Kinetics, Champaign, IL, G.C. Roberts, D.C. Treasure (Eds.)
    • Papaioannou A.G., Zourbanos N., Krommidas C., Ampatzoglou G. The place of achievement goals in the social context of sport: A comparison of Nicholls' and Elliot's models. Advances in motivation in sport and exercise 2012, 59-90. Human Kinetics, Champaign, IL. 3rd ed. G.C. Roberts, D.C. Treasure (Eds.).
    • (2012) Advances in motivation in sport and exercise , pp. 59-90
    • Papaioannou, A.G.1    Zourbanos, N.2    Krommidas, C.3    Ampatzoglou, G.4
  • 71
    • 0036591718 scopus 로고    scopus 로고
    • Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors
    • Pelletier L.G., Séguin-Lévesque C., Legault L. Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology 2002, 94:186-196. 10.1037/0022-0663.94.1.186.
    • (2002) Journal of Educational Psychology , vol.94 , pp. 186-196
    • Pelletier, L.G.1    Séguin-Lévesque, C.2    Legault, L.3
  • 72
    • 84993660881 scopus 로고    scopus 로고
    • What do new views of knowledge and thinking have to say about research on teacher learning?
    • Putnam R.T., Borko H. What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher 2000, 29:4-15. 10.3102/0013189x029001004.
    • (2000) Educational Researcher , vol.29 , pp. 4-15
    • Putnam, R.T.1    Borko, H.2
  • 73
    • 0009906657 scopus 로고    scopus 로고
    • Self-determination theory applied to educational settings
    • University Rochester Press, NY
    • Reeve J. Self-determination theory applied to educational settings. Handbook of self-determination research 2002, Vol. 2:183-204. University Rochester Press, NY.
    • (2002) Handbook of self-determination research , vol.2 , pp. 183-204
    • Reeve, J.1
  • 74
    • 0033197075 scopus 로고    scopus 로고
    • Autonomy-supportive teachers: how they teach and motivate students
    • Reeve J., Bolt E., Cai Y. Autonomy-supportive teachers: how they teach and motivate students. Journal of Educational Psychology 1999, 9:537-548. 10.1037/0022-0663.91.3.537.
    • (1999) Journal of Educational Psychology , vol.9 , pp. 537-548
    • Reeve, J.1    Bolt, E.2    Cai, Y.3
  • 76
    • 38049016872 scopus 로고    scopus 로고
    • Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning
    • Roth G., Assor A., Kanat-Maymon Y., Kaplan H. Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning. Journal of Educational Psychology 2007, 99:761-774. 10.1037/0022-0663.99.4.761.
    • (2007) Journal of Educational Psychology , vol.99 , pp. 761-774
    • Roth, G.1    Assor, A.2    Kanat-Maymon, Y.3    Kaplan, H.4
  • 77
    • 79952101413 scopus 로고    scopus 로고
    • (Unpublished doctoral dissertation), University of Twente, Enschede, Netherlands
    • Runhaar P.R. Promoting teachers' professional development 2008, (Unpublished doctoral dissertation), University of Twente, Enschede, Netherlands.
    • (2008) Promoting teachers' professional development
    • Runhaar, P.R.1
  • 78
    • 0024760663 scopus 로고
    • Perceived locus of causality and internalization: examining reasons for acting in two domains
    • Ryan R.M., Connell J.P. Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology 1989, 57:749-761. 10.1037/0022-3514.57.5.749.
    • (1989) Journal of Personality and Social Psychology , vol.57 , pp. 749-761
    • Ryan, R.M.1    Connell, J.P.2
  • 79
    • 0002209063 scopus 로고    scopus 로고
    • Intrinsic and extrinsic motivations: classic definitions and new directions
    • Ryan R.M., Deci E.L. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology 2000, 25:54-67. 10.1006/ceps.1999.1020.
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 54-67
    • Ryan, R.M.1    Deci, E.L.2
  • 80
    • 85043751872 scopus 로고    scopus 로고
    • Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
    • Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 2000, 55:68-78. 10.1037/0003-066X.55.1.68.
    • (2000) American Psychologist , vol.55 , pp. 68-78
    • Ryan, R.M.1    Deci, E.L.2
  • 81
    • 0043143226 scopus 로고    scopus 로고
    • Overview of self-determination theory: an organismic dialectical perspective
    • University Rochester Press, NY
    • Ryan R.M., Deci E.L. Overview of self-determination theory: an organismic dialectical perspective. Handbook of self-determination research 2002, Vol. 2:3-33. University Rochester Press, NY.
    • (2002) Handbook of self-determination research , vol.2 , pp. 3-33
    • Ryan, R.M.1    Deci, E.L.2
  • 82
    • 84890810403 scopus 로고    scopus 로고
    • Teacher motivation for participating in school innovations - supporting factors
    • Retrieved from
    • Schellenbach-Zell J., Gräsel C. Teacher motivation for participating in school innovations - supporting factors. Journal for Educational Research Online 2010, 2:34-54. Retrieved from. http://www.j-e-r-o.com/index.php/jero/article/view/110/88.
    • (2010) Journal for Educational Research Online , vol.2 , pp. 34-54
    • Schellenbach-Zell, J.1    Gräsel, C.2
  • 83
    • 46649093136 scopus 로고    scopus 로고
    • Comparing response rates from web and mail surveys: a meta-analysis
    • Shih T.-H., Fan X. Comparing response rates from web and mail surveys: a meta-analysis. Field Methods 2008, 20:249-271. 10.1177/1525822x08317085.
    • (2008) Field Methods , vol.20 , pp. 249-271
    • Shih, T.-H.1    Fan, X.2
  • 84
    • 8644241982 scopus 로고    scopus 로고
    • How and what teachers learn: a shifting perspective
    • Shulman L.S., Shulman J.H. How and what teachers learn: a shifting perspective. Journal of Curriculum Studies 2004, 36:257-271. 10.1080/0022027032000148298.
    • (2004) Journal of Curriculum Studies , vol.36 , pp. 257-271
    • Shulman, L.S.1    Shulman, J.H.2
  • 85
    • 79958193827 scopus 로고    scopus 로고
    • Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion
    • Skaalvik E.M., Skaalvik S. Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education 2011, 27:1029-1038. 10.1016/j.tate.2011.04.001.
    • (2011) Teaching and Teacher Education , vol.27 , pp. 1029-1038
    • Skaalvik, E.M.1    Skaalvik, S.2
  • 86
    • 3042732327 scopus 로고    scopus 로고
    • Staff development policy: fuzzy choices in an imperfect market
    • Retrieved from
    • Stout R.T. Staff development policy: fuzzy choices in an imperfect market. Education Policy Analysis Archives 1996, 4(2):1-15. Retrieved from. http://epaa.asu.edu/ojs/article/view/625/747.
    • (1996) Education Policy Analysis Archives , vol.4 , Issue.2 , pp. 1-15
    • Stout, R.T.1
  • 87
    • 44649084313 scopus 로고    scopus 로고
    • Aself-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education
    • Taylor I.M., Ntoumanis N., Standage M. Aself-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education. Journal of Sport & Exercise Psychology 2008, 30:75-94.
    • (2008) Journal of Sport & Exercise Psychology , vol.30 , pp. 75-94
    • Taylor, I.M.1    Ntoumanis, N.2    Standage, M.3
  • 88
    • 0035540579 scopus 로고    scopus 로고
    • The relationship of training motivation to participation in training and development
    • Tharenou P. The relationship of training motivation to participation in training and development. Journal of Occupational and Organizational Psychology 2001, 74:599-621. 10.1348/096317901167541.
    • (2001) Journal of Occupational and Organizational Psychology , vol.74 , pp. 599-621
    • Tharenou, P.1
  • 89
    • 79959776507 scopus 로고    scopus 로고
    • How to improve teaching practices: the role of teacher motivation, organizational factors, and leadership practices
    • Thoonen E.E.J., Sleegers P.J.C., Oort F.J., Peetsma T.T.D., Geijsel F.P. How to improve teaching practices: the role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly 2011, 47:496-536. 10.1177/0013161x11400185.
    • (2011) Educational Administration Quarterly , vol.47 , pp. 496-536
    • Thoonen, E.E.J.1    Sleegers, P.J.C.2    Oort, F.J.3    Peetsma, T.T.D.4    Geijsel, F.P.5
  • 90
    • 77956784172 scopus 로고    scopus 로고
    • Toward a hierarchical model of intrinsic and extrinsic motivation
    • Academic Press
    • Vallerand R.J. Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in experimental social psychology 1997, Vol. 29:271-360. Academic Press.
    • (1997) Advances in experimental social psychology , vol.29 , pp. 271-360
    • Vallerand, R.J.1
  • 92
    • 79955464111 scopus 로고    scopus 로고
    • Patterns in teacher learning in different phases of the professional career
    • Vermunt J.D., Endedijk M.D. Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences 2011, 21:294-302. 10.1016/j.lindif.2010.11.019.
    • (2011) Learning and Individual Differences , vol.21 , pp. 294-302
    • Vermunt, J.D.1    Endedijk, M.D.2
  • 94
    • 70449635388 scopus 로고    scopus 로고
    • Teachers' motivation to teach national education in Singapore: a self-determination theory approach
    • Wang C.K.J., Liu W.C. Teachers' motivation to teach national education in Singapore: a self-determination theory approach. Asia Pacific Journal of Education 2008, 28:395-410. 10.1080/02188790802469052.
    • (2008) Asia Pacific Journal of Education , vol.28 , pp. 395-410
    • Wang, C.K.J.1    Liu, W.C.2
  • 95
    • 51149096493 scopus 로고    scopus 로고
    • (Issues & Answers Report, REL 2007-No. 033), US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, Washington, DC, Retrieved from
    • Yoon K.S., Duncan T., Lee S.W., Scarloss B., Shapley K.L. Reviewing the evidence on how teacher professional development affects student achievement 2007, (Issues & Answers Report, REL 2007-No. 033), US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, Washington, DC, Retrieved from. http://ies.ed.gov/ncee/edlabs.
    • (2007) Reviewing the evidence on how teacher professional development affects student achievement
    • Yoon, K.S.1    Duncan, T.2    Lee, S.W.3    Scarloss, B.4    Shapley, K.L.5


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.