Abstract

A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2, interviews were conducted with 10 teachers in Canada and 14 teachers in Singapore. Teachers in both settings discussed students’ social and behavior problems, but the range of the social problems was greater in Canada than in Singapore, and had a stronger impact on teachers’ motivation beliefs.

Citation

Klassen, R.M., Chong, W.H., Huan, V.S., Wong, I., Kates, A. & Hannok, W. (2008). Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study. Teaching and Teacher Education: An International Journal of Research and Studies, 24(7), 1919-1934. Elsevier Ltd. Retrieved August 10, 2024 from https://www.learntechlib.org/p/197123/.

Keywords

• Canada
• Cross-Cultural
• mixed methods
• self-efficacy
• Singapore
• Teacher Motivation