Exploring Teachers' Motivation for Teaching and Professional Development in Ethiopia : Voices from the Field

Abstract
Teachers’ work, learning, and professional development are central to any effort aiming at improving schools. Consequently, teachers must consider themselves as a lifelong learner, engage in continuous professional learning and apply that learning to improve student learning and achievement. This article explores teachers’ motivation for teaching and professional development in secondary schools in Ethiopia. Data were collected via interviews and focus group discussions from 32 teachers. The analysis of the collected information revealed low salary and the absence of link between performance and reward as major motivational challenges for teachers. The identified motivational challenges were explained from the viewpoint of different motivational theories.
Main Authors
Format
Articles Research article
Published
2015
Series
Subjects
Publication in research information system
Publisher
Macrothink Institute, Inc.
Original source
http://www.macrothink.org/journal/index.php/jse/index
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-201508052615Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
2162-6952
DOI
https://doi.org/10.5296/jse.v5i2.7459
Language
English
Published in
Journal of Studies of Education
Citation
  • Gemeda, F. T., & Tynjälä, P. (2015). Exploring Teachers' Motivation for Teaching and Professional Development in Ethiopia : Voices from the Field. Journal of Studies of Education, 5(2), 169-186. https://doi.org/10.5296/jse.v5i2.7459
License
Open Access
Copyright© The Authors.

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