Ausgabe 2/2010, 2. Jahrgang S. 34–54
Teacher motivation for participating in school innovations
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The successful implementation of school innovations bases on teachers´ motivation taking part into this innovation. We examine teachers´ motivation und their supporting and hindering conditions within the scope of two school innovation projects. Self-determination theory and person-object-theory of interest provide the theoretical background for these studies. Furthermore we investigate how far certain incentives are able to activate motivation. Results show that an important motivational factor to take part in the project is significance for the innovation in particular. Interestingly the basic needs (for autonomy, competence and relatedness) captured in both studies resulted in different kind of influence for motivational types based on self-determination. In addition, the examined incentives have also shown effects on controlled motivation types.
Teacher motivation, Self-determination, Interest, Incentives, School innovation projects