Development and validation of teacher motivation scale in project learning

Abstract

According to self-determination theory (Ryan & Deci, 2000), different types of motivation can be placed on a continuum according to the extent they reveal self-determination. From the least self-determined to the most self-determined motivation are (a) external regulation (doing a task for external monitoring), (b) introjected regulation (doing a task for approval from others), (c) identified regulation (doing a task for its importance), and (d) intrinsic regulation (doing a task for enjoyment or interest). Based on this theoretical framework, we developed a scale to measure teachers’ motivation in implementing project learning activity. The scale consisted of 20 items grouped in 4 subscales (i.e., external, introjected, identified and intrinsic). Confirmatory factor analysis on data from 182 Chinese teachers from eight secondary schools in Hong Kong supported the four-factor structure of the scale. Results of 1-dimensional Rasch analysis using the Winsteps programme suggested that the response categories functioned well and there was more than one dimension to the data. When the data were subjected to a 4-dimensional Rasch analysis using the Conquest programme, it was found that the data fitted the model well. Overall, the teacher motivation scale was found to be reliable and valid. This instrument provides important resources for the schools that implement project learning activity.