ARAN - Access to Research at NUI Galway

What makes teachers tick? Sustaining events in new teachers lives.

ARAN - Access to Research at NUI Galway

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dc.contributor.author Clarke, Aleisha M.
dc.date.accessioned 2012-06-26T12:33:58Z
dc.date.available 2012-06-26T12:33:58Z
dc.date.issued 2009-05-07
dc.identifier.citation Morgan, M., Ludlow, L.H., Kitching, K., O¿Leary, M. & Clarke, A. (2009). What makes teachers tick? Sustaining events in new teachers lives. British Educational Research Journal, iFirst Article, 1-18. en_US
dc.identifier.issn 1469-3518
dc.identifier.uri http://hdl.handle.net/10379/2882
dc.description.abstract To investigate what keeps teachers motivated on a day¿to¿day basis, we traced the importance of routinely encountered affective episodes. Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in Ireland strongly suggest the absence of positive experiences undermines commitment and efficacy rather than the occurrence of negative events. Furthermore, while remote structural factors may heavily influence teaching, it is the perception of events at micro¿level that impinge most strongly on motivation. Finally, the importance of particular experiences was, crucially, more related to their frequency than intensity. A major implication for teachers¿ job satisfaction is the suggestion that while adverse episodes may be inevitably experienced, positive events (that occur independently of negative ones) fortify motivation and resilience. en_US
dc.format application/pdf en_US
dc.language.iso en en_US
dc.publisher Taylor & Francis en_US
dc.subject Teachers en_US
dc.subject Job satisfaction en_US
dc.subject Affective episodes en_US
dc.title What makes teachers tick? Sustaining events in new teachers lives. en_US
dc.type Article en_US
dc.identifier.doi 10.1080/01411920902780972
dc.local.publishedsource http://dx.doi.org/10.1080/01411920902780972 en_US
dc.description.peer-reviewed peer-reviewed en_US

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