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Article: School support and teacher motivation to implement project-based learning

TitleSchool support and teacher motivation to implement project-based learning
Authors
Lam, SFCheng, RWYChoy, HC
KeywordsEducation reform
Project-based learning
School support
Self-determination theory
Teacher motivation
Issue Date2010
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstruc
Citation
Learning and Instruction, 2010, v. 20 n. 6, p. 487-497 How to Cite?
DOI: http://dx.doi.org/10.1016/j.learninstruc.2009.07.003
AbstractThe present study investigated how school support was related to teachers' motivation and willingness to persist in project-based learning. The participants were 182 Hong Kong teachers who completed a questionnaire about their school's support and their motivation to implement project-based learning. The results of structural equation modeling indicated that when teachers perceived their schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation. Perceived school support predicted teachers' attitude for future persistence both directly and indirectly through its influence on teacher motivation. The results suggest that social-contextual factors are important for teacher motivation in the implementation of educational innovations. © 2009 Elsevier Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/138099
ISSN
0959-4752
2023 Impact Factor: 4.7
2023 SCImago Journal Rankings: 2.357
ISI Accession Number ID
WOS:000282071600004
References
References in Scopus

 

DC FieldValueLanguage
dc.contributor.authorLam, SFen_HK
dc.contributor.authorCheng, RWYen_HK
dc.contributor.authorChoy, HCen_HK
dc.date.accessioned2011-08-26T14:40:22Z-
dc.date.available2011-08-26T14:40:22Z-
dc.date.issued2010en_HK
dc.identifier.citationLearning and Instruction, 2010, v. 20 n. 6, p. 487-497en_HK
dc.identifier.issn0959-4752en_HK
dc.identifier.urihttp://hdl.handle.net/10722/138099-
dc.description.abstractThe present study investigated how school support was related to teachers' motivation and willingness to persist in project-based learning. The participants were 182 Hong Kong teachers who completed a questionnaire about their school's support and their motivation to implement project-based learning. The results of structural equation modeling indicated that when teachers perceived their schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation. Perceived school support predicted teachers' attitude for future persistence both directly and indirectly through its influence on teacher motivation. The results suggest that social-contextual factors are important for teacher motivation in the implementation of educational innovations. © 2009 Elsevier Ltd.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstrucen_HK
dc.relation.ispartofLearning and Instructionen_HK
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectEducation reformen_HK
dc.subjectProject-based learningen_HK
dc.subjectSchool supporten_HK
dc.subjectSelf-determination theoryen_HK
dc.subjectTeacher motivationen_HK
dc.titleSchool support and teacher motivation to implement project-based learningen_HK
dc.typeArticleen_HK
dc.identifier.emailLam, SF:lamsf@hku.hken_HK
dc.identifier.authorityLam, SF=rp00568en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.learninstruc.2009.07.003en_HK
dc.identifier.scopuseid_2-s2.0-77955983578en_HK
dc.identifier.hkuros190323en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77955983578&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume20en_HK
dc.identifier.issue6en_HK
dc.identifier.spage487en_HK
dc.identifier.epage497en_HK
dc.identifier.isiWOS:000282071600004-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLam, SF=7402279467en_HK
dc.identifier.scopusauthoridCheng, RWY=16041291000en_HK
dc.identifier.scopusauthoridChoy, HC=36443452900en_HK
dc.identifier.citeulike5402138-
dc.identifier.issnl0959-4752-

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