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EJ972405 - Development and Validation of a Questionnaire Measuring Teachers' Motivations for Teaching in Higher Education

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ERIC #:	EJ972405
Title:	Development and Validation of a Questionnaire Measuring Teachers' Motivations for Teaching in Higher Education
Authors:	Visser-Wijnveen, Gerda J.; Stes, Ann; Van Petegem, Peter
Descriptors:	Higher Education; College Instruction; College Faculty; Teacher Motivation; Questionnaires; Test Construction; Test Validity; Test Reliability; Factor Analysis
Source:	Higher Education: The International Journal of Higher Education and Educational Planning, v64 n3 p421-436 Sep 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2012-09-00
Pages:	16
Pub Types:	Journal Articles; Reports - Research
Abstract:	A lot of research has been done into the motivations in teachers in primary/secondary education and into student motivation. However, teachers' motivations for teaching in higher education are rarely studied. A growing interest exists though in the professional development of teachers in higher education, of which motivation is an important aspect. This article, therefore, focuses on the development and validation of a Dutch questionnaire for teachers' motivations for teaching in higher education. The questionnaire is based on three earlier developed questionnaires, including the following motivational aspects: efficacy, interest, and effort. Confirmatory factor analyses were conducted with the data of 231 higher education teachers. The results of our explorative study showed that after modifications, including the removal of two out of three efficacy-aspects ("outcome efficacy" and "teaching efficacy"), this instrument is sufficiently reliable and valid to use in educational practice and research. Future research into the use of the questionnaire in different contexts is desirable.
Abstractor:	As Provided
Reference Count:	36

Note:	N/A
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Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0018-1560
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1007/s10734-011-9502-3

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