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You searched for subject:(Teacher Motivation). Showing records 1 – 30 of 395 total matches.

[1] [2] [3] [4] [5] … [14]

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University of Zambia

1. Mutono, Violet. Factors affecting Teacher Motivation in Zambia: The Case of Selected High Schools of Lusaka Province .

Degree: 2011, University of Zambia

 Teachers' motivation in Zambia had received little attention and was slowly declining. In view of the government's great need to realize Education for All [EFA]… (more)

Subjects/Keywords: Teacher Motivation; Motivation

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APA (6th Edition):

Mutono, V. (2011). Factors affecting Teacher Motivation in Zambia: The Case of Selected High Schools of Lusaka Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/459

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mutono, Violet. “Factors affecting Teacher Motivation in Zambia: The Case of Selected High Schools of Lusaka Province .” 2011. Thesis, University of Zambia. Accessed September 27, 2020. http://hdl.handle.net/123456789/459.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mutono, Violet. “Factors affecting Teacher Motivation in Zambia: The Case of Selected High Schools of Lusaka Province .” 2011. Web. 27 Sep 2020.

Vancouver:

Mutono V. Factors affecting Teacher Motivation in Zambia: The Case of Selected High Schools of Lusaka Province . [Internet] [Thesis]. University of Zambia; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/123456789/459.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mutono V. Factors affecting Teacher Motivation in Zambia: The Case of Selected High Schools of Lusaka Province . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/459

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Nairobi

2. Mutugi, Sarah M. The influence of teacher characteristics on motivation of pre-school children in learning science activity in Marimanti Zone, Tharaka-South District  .

Degree: 2012, University of Nairobi

 The purpose of this study was to find out the influence of teachers characteristics on motivation of pre-school children in leaning science activities in Marimanti… (more)

Subjects/Keywords: Teacher characteristics; Motivation

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APA (6th Edition):

Mutugi, S. M. (2012). The influence of teacher characteristics on motivation of pre-school children in learning science activity in Marimanti Zone, Tharaka-South District  . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10590

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mutugi, Sarah M. “The influence of teacher characteristics on motivation of pre-school children in learning science activity in Marimanti Zone, Tharaka-South District  .” 2012. Thesis, University of Nairobi. Accessed September 27, 2020. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10590.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mutugi, Sarah M. “The influence of teacher characteristics on motivation of pre-school children in learning science activity in Marimanti Zone, Tharaka-South District  .” 2012. Web. 27 Sep 2020.

Vancouver:

Mutugi SM. The influence of teacher characteristics on motivation of pre-school children in learning science activity in Marimanti Zone, Tharaka-South District  . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2020 Sep 27]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10590.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mutugi SM. The influence of teacher characteristics on motivation of pre-school children in learning science activity in Marimanti Zone, Tharaka-South District  . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10590

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

3. Hurst, Michelle Andrea. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 Similar to most careers, a teacher follows a career cycle: struggling in the beginning, as an expert in mid-career, and finally reaching end career. The… (more)

Subjects/Keywords: mid-career teacher; teacher motivation; teacher growth

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APA (6th Edition):

Hurst, M. A. (2018). Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174354

Chicago Manual of Style (16th Edition):

Hurst, Michelle Andrea. “Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.” 2018. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/174354.

MLA Handbook (7th Edition):

Hurst, Michelle Andrea. “Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.” 2018. Web. 27 Sep 2020.

Vancouver:

Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/174354.

Council of Science Editors:

Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174354


University of Oklahoma

4. Mickel, Natasha. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.

Degree: PhD, 2015, University of Oklahoma

 This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included… (more)

Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions

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APA (6th Edition):

Mickel, N. (2015). EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14635

Chicago Manual of Style (16th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed September 27, 2020. http://hdl.handle.net/11244/14635.

MLA Handbook (7th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Web. 27 Sep 2020.

Vancouver:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/11244/14635.

Council of Science Editors:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14635


University of Debrecen

5. Diószegi, Lilla. The Role of Motivation in Second Language Learning .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 This paper explores the importance of motivation in second language learning context. In my paper I am going to present the definitions and distinctions of… (more)

Subjects/Keywords: second language learning; student motivation; teacher motivation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Diószegi, L. (2013). The Role of Motivation in Second Language Learning . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/160279

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Diószegi, Lilla. “The Role of Motivation in Second Language Learning .” 2013. Thesis, University of Debrecen. Accessed September 27, 2020. http://hdl.handle.net/2437/160279.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Diószegi, Lilla. “The Role of Motivation in Second Language Learning .” 2013. Web. 27 Sep 2020.

Vancouver:

Diószegi L. The Role of Motivation in Second Language Learning . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/2437/160279.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Diószegi L. The Role of Motivation in Second Language Learning . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/160279

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

6. Shalter Bruening, Paige. Pre-Service Teacher Beliefs about Student Motivation.

Degree: PhD, EDU Policy and Leadership, 2010, The Ohio State University

 Student motivation is an important topic in teacher education and educational psychology. Although there is considerable research on what influences student motivation there seems to… (more)

Subjects/Keywords: Educational Psychology; teacher beliefs; motivation

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APA (6th Edition):

Shalter Bruening, P. (2010). Pre-Service Teacher Beliefs about Student Motivation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054

Chicago Manual of Style (16th Edition):

Shalter Bruening, Paige. “Pre-Service Teacher Beliefs about Student Motivation.” 2010. Doctoral Dissertation, The Ohio State University. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

MLA Handbook (7th Edition):

Shalter Bruening, Paige. “Pre-Service Teacher Beliefs about Student Motivation.” 2010. Web. 27 Sep 2020.

Vancouver:

Shalter Bruening P. Pre-Service Teacher Beliefs about Student Motivation. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

Council of Science Editors:

Shalter Bruening P. Pre-Service Teacher Beliefs about Student Motivation. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054


Bucknell University

7. Mahoney, Megan T. Effects of High-Stakes Accountability Testing on Teacher Motivation.

Degree: 2014, Bucknell University

 There is always a driving force behind our actions in any given situation. In 2000, NCLB instituted accountability testing with strict requirements for all schools… (more)

Subjects/Keywords: Accountability testing; Teacher motivation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mahoney, M. T. (2014). Effects of High-Stakes Accountability Testing on Teacher Motivation. (Thesis). Bucknell University. Retrieved from https://digitalcommons.bucknell.edu/masters_theses/114

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mahoney, Megan T. “Effects of High-Stakes Accountability Testing on Teacher Motivation.” 2014. Thesis, Bucknell University. Accessed September 27, 2020. https://digitalcommons.bucknell.edu/masters_theses/114.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mahoney, Megan T. “Effects of High-Stakes Accountability Testing on Teacher Motivation.” 2014. Web. 27 Sep 2020.

Vancouver:

Mahoney MT. Effects of High-Stakes Accountability Testing on Teacher Motivation. [Internet] [Thesis]. Bucknell University; 2014. [cited 2020 Sep 27]. Available from: https://digitalcommons.bucknell.edu/masters_theses/114.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mahoney MT. Effects of High-Stakes Accountability Testing on Teacher Motivation. [Thesis]. Bucknell University; 2014. Available from: https://digitalcommons.bucknell.edu/masters_theses/114

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Victoria University of Wellington

8. Kim, Dinath. Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia.

Degree: 2013, Victoria University of Wellington

 The motivation of tertiary teachers in Cambodian higher education has not received much attention over the years. Specifically, very little is known about factors that… (more)

Subjects/Keywords: Tertary teacher; Teacher motivation; De-motivating

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kim, D. (2013). Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3090

Chicago Manual of Style (16th Edition):

Kim, Dinath. “Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia.” 2013. Masters Thesis, Victoria University of Wellington. Accessed September 27, 2020. http://hdl.handle.net/10063/3090.

MLA Handbook (7th Edition):

Kim, Dinath. “Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia.” 2013. Web. 27 Sep 2020.

Vancouver:

Kim D. Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10063/3090.

Council of Science Editors:

Kim D. Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/3090


University of Georgia

9. Parker, Terry Adams. 2003 Georgia norms on the Teacher Motivation Diagnostic Questionnaire.

Degree: 2014, University of Georgia

 This study had two objectives. The first was to establish 2003 Georgia norms on the Teacher Motivation Diagnostic Questionnaire (TMDQ), an instrument designed to assess… (more)

Subjects/Keywords: MOTIVATION; MORALE; TEACHER MOTIVATION; TEACHER MORALE; TEACHER QUESTIONNAIRE; TEACHER ATTITUDES; ATTITUDES; TEACHER MOTIVATIONAL LEVELS; MOTIVATIONAL LEVELS; TEACHER PRINCIPAL RELATIONSHIP

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APA (6th Edition):

Parker, T. A. (2014). 2003 Georgia norms on the Teacher Motivation Diagnostic Questionnaire. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parker, Terry Adams. “2003 Georgia norms on the Teacher Motivation Diagnostic Questionnaire.” 2014. Thesis, University of Georgia. Accessed September 27, 2020. http://hdl.handle.net/10724/21929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parker, Terry Adams. “2003 Georgia norms on the Teacher Motivation Diagnostic Questionnaire.” 2014. Web. 27 Sep 2020.

Vancouver:

Parker TA. 2003 Georgia norms on the Teacher Motivation Diagnostic Questionnaire. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10724/21929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parker TA. 2003 Georgia norms on the Teacher Motivation Diagnostic Questionnaire. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

10. Johnakin-Putnam, Sallie. The Impact of Teacher Intrinsic and Extrinsic Motivation on Teacher Self-Efficacy.

Degree: 2020, Liberty University

Teacher recruitment and retention is a growing concern for educational organizations. This is in large part due to the increasing work demands and underfunding of… (more)

Subjects/Keywords: Extrinsic Motivation; Intrinsic Motivation; Motivation; Self-efficacy; Teacher Efficacy; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johnakin-Putnam, S. (2020). The Impact of Teacher Intrinsic and Extrinsic Motivation on Teacher Self-Efficacy. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2618

Chicago Manual of Style (16th Edition):

Johnakin-Putnam, Sallie. “The Impact of Teacher Intrinsic and Extrinsic Motivation on Teacher Self-Efficacy.” 2020. Doctoral Dissertation, Liberty University. Accessed September 27, 2020. https://digitalcommons.liberty.edu/doctoral/2618.

MLA Handbook (7th Edition):

Johnakin-Putnam, Sallie. “The Impact of Teacher Intrinsic and Extrinsic Motivation on Teacher Self-Efficacy.” 2020. Web. 27 Sep 2020.

Vancouver:

Johnakin-Putnam S. The Impact of Teacher Intrinsic and Extrinsic Motivation on Teacher Self-Efficacy. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2020 Sep 27]. Available from: https://digitalcommons.liberty.edu/doctoral/2618.

Council of Science Editors:

Johnakin-Putnam S. The Impact of Teacher Intrinsic and Extrinsic Motivation on Teacher Self-Efficacy. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2618


Penn State University

11. Favre, David Eugene. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.

Degree: 2017, Penn State University

 The purpose of this research was to determine the effects of instructional modeling on novice teacher self-efficacy development. Self-efficacy is a key teacher variable associated… (more)

Subjects/Keywords: Teacher Self-efficacy; Teacher Development; Teacher Education; Teacher Motivation; Self-efficacy Measurement; Teacher Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Favre, D. E. (2017). THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13859def5107

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Favre, David Eugene. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Thesis, Penn State University. Accessed September 27, 2020. https://submit-etda.libraries.psu.edu/catalog/13859def5107.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Favre, David Eugene. “THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY.” 2017. Web. 27 Sep 2020.

Vancouver:

Favre DE. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Internet] [Thesis]. Penn State University; 2017. [cited 2020 Sep 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/13859def5107.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Favre DE. THE EFFECTS OF A THREE-STEP INSTRUCTIONAL METHOD ON TEACHER SELF-EFFICACY. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/13859def5107

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


AUT University

12. Yau, Hay-yiu. Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools .

Degree: 2010, AUT University

 Research on the motivation of teachers of English as a Second Language (ESL) has been scarce and fragmented. This study aims to bridge the gap… (more)

Subjects/Keywords: New Zealand language schools; ESL teacher motivation; Teacher motivation; Motivation; Mixed methods approach

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yau, H. (2010). Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/1080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yau, Hay-yiu. “Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools .” 2010. Thesis, AUT University. Accessed September 27, 2020. http://hdl.handle.net/10292/1080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yau, Hay-yiu. “Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools .” 2010. Web. 27 Sep 2020.

Vancouver:

Yau H. Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools . [Internet] [Thesis]. AUT University; 2010. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10292/1080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yau H. Language teacher motivation: a study of teachers of English as a Second Language (ESL) in New Zealand language schools . [Thesis]. AUT University; 2010. Available from: http://hdl.handle.net/10292/1080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Soupir-Fremstad, Jennifer Susan. The Expectancy Theory: Teachers' Perspectives Of Motivation And Compensation.

Degree: PhD, Educational Leadership, 2013, University of North Dakota

  Human resources are the most important part of any organization. If the organization is to perform at its best, development and motivation of the… (more)

Subjects/Keywords: Expectancy Theory; Teacher Compensation; Teacher Effort; Teacher Motivation

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APA (6th Edition):

Soupir-Fremstad, J. S. (2013). The Expectancy Theory: Teachers' Perspectives Of Motivation And Compensation. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1482

Chicago Manual of Style (16th Edition):

Soupir-Fremstad, Jennifer Susan. “The Expectancy Theory: Teachers' Perspectives Of Motivation And Compensation.” 2013. Doctoral Dissertation, University of North Dakota. Accessed September 27, 2020. https://commons.und.edu/theses/1482.

MLA Handbook (7th Edition):

Soupir-Fremstad, Jennifer Susan. “The Expectancy Theory: Teachers' Perspectives Of Motivation And Compensation.” 2013. Web. 27 Sep 2020.

Vancouver:

Soupir-Fremstad JS. The Expectancy Theory: Teachers' Perspectives Of Motivation And Compensation. [Internet] [Doctoral dissertation]. University of North Dakota; 2013. [cited 2020 Sep 27]. Available from: https://commons.und.edu/theses/1482.

Council of Science Editors:

Soupir-Fremstad JS. The Expectancy Theory: Teachers' Perspectives Of Motivation And Compensation. [Doctoral Dissertation]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1482

14. Valdner, Faith. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.

Degree: Faculty of Educational Sciences, 2014, Linköping UniversityLinköping University

  Students spend most of their waking hours with their teachers and peers, who are considered to be the significant others, that influence their learning… (more)

Subjects/Keywords: Peer influence; teacher influence; teacher-student relationship; teacher expectations; teacher self-efficacy and motivation

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APA (6th Edition):

Valdner, F. (2014). Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Valdner, Faith. “Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.” 2014. Thesis, Linköping UniversityLinköping University. Accessed September 27, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Valdner, Faith. “Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.” 2014. Web. 27 Sep 2020.

Vancouver:

Valdner F. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. [Internet] [Thesis]. Linköping UniversityLinköping University; 2014. [cited 2020 Sep 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Valdner F. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. [Thesis]. Linköping UniversityLinköping University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

15. Acton, Karen Simone. Environmental Teacher Leaders: Motivation, Supports and Barriers.

Degree: PhD, 2019, University of Toronto

 In today’s age of mandated school reforms, it would seem advantageous for principals to share school leadership with teachers. Yet teacher leadership is an area… (more)

Subjects/Keywords: educational leadership; environmental teacher leaders; factors influencing teacher leadership; teacher leader motivation; teacher leadership; 0449

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Acton, K. S. (2019). Environmental Teacher Leaders: Motivation, Supports and Barriers. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/96504

Chicago Manual of Style (16th Edition):

Acton, Karen Simone. “Environmental Teacher Leaders: Motivation, Supports and Barriers.” 2019. Doctoral Dissertation, University of Toronto. Accessed September 27, 2020. http://hdl.handle.net/1807/96504.

MLA Handbook (7th Edition):

Acton, Karen Simone. “Environmental Teacher Leaders: Motivation, Supports and Barriers.” 2019. Web. 27 Sep 2020.

Vancouver:

Acton KS. Environmental Teacher Leaders: Motivation, Supports and Barriers. [Internet] [Doctoral dissertation]. University of Toronto; 2019. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1807/96504.

Council of Science Editors:

Acton KS. Environmental Teacher Leaders: Motivation, Supports and Barriers. [Doctoral Dissertation]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/96504


University of Georgia

16. Gordy, Stephanie Lyn. Perceptions of new teachers for improving teacher retention in a Georgia suburban school district.

Degree: 2014, University of Georgia

 The purpose of this study was to determine which employee retention initiatives or incentives are preferred by employees in a Georgia suburban school system. If… (more)

Subjects/Keywords: Job Satisfaction; Motivation; Retention; Retention Initiative; Retention Strategies; Teacher Attrition; Teacher Motivation; Teacher Retention; Teacher Turnover

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gordy, S. L. (2014). Perceptions of new teachers for improving teacher retention in a Georgia suburban school district. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21509

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gordy, Stephanie Lyn. “Perceptions of new teachers for improving teacher retention in a Georgia suburban school district.” 2014. Thesis, University of Georgia. Accessed September 27, 2020. http://hdl.handle.net/10724/21509.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gordy, Stephanie Lyn. “Perceptions of new teachers for improving teacher retention in a Georgia suburban school district.” 2014. Web. 27 Sep 2020.

Vancouver:

Gordy SL. Perceptions of new teachers for improving teacher retention in a Georgia suburban school district. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10724/21509.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gordy SL. Perceptions of new teachers for improving teacher retention in a Georgia suburban school district. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21509

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alberta

17. Durksen, Tracy L. Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning.

Degree: PhD, Department of Educational Psychology, 2015, University of Alberta

 Teachers, with an inherent commitment to life-long learning, sow the seeds for their students to become life-long learners. Using motivational theories, I conducted a three-study… (more)

Subjects/Keywords: teacher motivation; teacher self-efficacy; teacher professional learning; teacher engagement; teacher career stages; teacher education; professional commitment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Durksen, T. L. (2015). Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/zw12z804q

Chicago Manual of Style (16th Edition):

Durksen, Tracy L. “Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning.” 2015. Doctoral Dissertation, University of Alberta. Accessed September 27, 2020. https://era.library.ualberta.ca/files/zw12z804q.

MLA Handbook (7th Edition):

Durksen, Tracy L. “Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning.” 2015. Web. 27 Sep 2020.

Vancouver:

Durksen TL. Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2020 Sep 27]. Available from: https://era.library.ualberta.ca/files/zw12z804q.

Council of Science Editors:

Durksen TL. Promoting Professional Growth: A Developmental and Motivational Approach to Teachers’ Professional Learning. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/zw12z804q


University of Sydney

18. Dutton, Janet Louise. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .

Degree: 2017, University of Sydney

 This qualitative case study shapes a series of portraits of secondary English teachers in the making. It explores the narratives of four pre-service English teachers… (more)

Subjects/Keywords: English; pre-service; teacher; identity; beliefs; motivation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dutton, J. L. (2017). English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/17176

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dutton, Janet Louise. “English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .” 2017. Thesis, University of Sydney. Accessed September 27, 2020. http://hdl.handle.net/2123/17176.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dutton, Janet Louise. “English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .” 2017. Web. 27 Sep 2020.

Vancouver:

Dutton JL. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . [Internet] [Thesis]. University of Sydney; 2017. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/2123/17176.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dutton JL. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/17176

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Zambia

19. Munthali, Beauty. Assesing the impact of job satisfaction and motivation on the turnover of teachers from private to government schools. A case study of selected schools in Kitwe district .

Degree: 2016, University of Zambia

 Today's reality is that people influence important aspects of organizational performance in a multitude of ways. If an organisation is to treat its employees as… (more)

Subjects/Keywords: Teacher morale; Motivation in education  – Zambia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Munthali, B. (2016). Assesing the impact of job satisfaction and motivation on the turnover of teachers from private to government schools. A case study of selected schools in Kitwe district . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4970

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Munthali, Beauty. “Assesing the impact of job satisfaction and motivation on the turnover of teachers from private to government schools. A case study of selected schools in Kitwe district .” 2016. Thesis, University of Zambia. Accessed September 27, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/4970.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Munthali, Beauty. “Assesing the impact of job satisfaction and motivation on the turnover of teachers from private to government schools. A case study of selected schools in Kitwe district .” 2016. Web. 27 Sep 2020.

Vancouver:

Munthali B. Assesing the impact of job satisfaction and motivation on the turnover of teachers from private to government schools. A case study of selected schools in Kitwe district . [Internet] [Thesis]. University of Zambia; 2016. [cited 2020 Sep 27]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4970.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Munthali B. Assesing the impact of job satisfaction and motivation on the turnover of teachers from private to government schools. A case study of selected schools in Kitwe district . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4970

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


NSYSU

20. Chen, Yi-chun. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.

Degree: Master, Education, 2012, NSYSU

 The study was to investigate the relationship among the studentsâ perception of teacher caring, caring needs, learning motivation and self-concept for elementary school students. Survey… (more)

Subjects/Keywords: learning motivation; teacher caring; self-concept

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chen, Y. (2012). The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chen, Yi-chun. “The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.” 2012. Thesis, NSYSU. Accessed September 27, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chen, Yi-chun. “The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.” 2012. Web. 27 Sep 2020.

Vancouver:

Chen Y. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. [Internet] [Thesis]. NSYSU; 2012. [cited 2020 Sep 27]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chen Y. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Durham University

21. Leo, Elizabeth Law. Motivation and self-concept in primary school children.

Degree: PhD, 1996, Durham University

Subjects/Keywords: 370; Teacher motivation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Leo, E. L. (1996). Motivation and self-concept in primary school children. (Doctoral Dissertation). Durham University. Retrieved from http://etheses.dur.ac.uk/1519/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320332

Chicago Manual of Style (16th Edition):

Leo, Elizabeth Law. “Motivation and self-concept in primary school children.” 1996. Doctoral Dissertation, Durham University. Accessed September 27, 2020. http://etheses.dur.ac.uk/1519/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320332.

MLA Handbook (7th Edition):

Leo, Elizabeth Law. “Motivation and self-concept in primary school children.” 1996. Web. 27 Sep 2020.

Vancouver:

Leo EL. Motivation and self-concept in primary school children. [Internet] [Doctoral dissertation]. Durham University; 1996. [cited 2020 Sep 27]. Available from: http://etheses.dur.ac.uk/1519/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320332.

Council of Science Editors:

Leo EL. Motivation and self-concept in primary school children. [Doctoral Dissertation]. Durham University; 1996. Available from: http://etheses.dur.ac.uk/1519/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320332


Purdue University

22. Moss, Jennifer. Preservice Teacher Motivation.

Degree: PhD, Educational Studies, 2015, Purdue University

 This dissertation project highlights some positive news about college students who have chosen to become teachers, also known as preservice teachers. Two studies were conducted:… (more)

Subjects/Keywords: Motivation; Preservice Teacher; Self-determination theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Moss, J. (2015). Preservice Teacher Motivation. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1134

Chicago Manual of Style (16th Edition):

Moss, Jennifer. “Preservice Teacher Motivation.” 2015. Doctoral Dissertation, Purdue University. Accessed September 27, 2020. https://docs.lib.purdue.edu/open_access_dissertations/1134.

MLA Handbook (7th Edition):

Moss, Jennifer. “Preservice Teacher Motivation.” 2015. Web. 27 Sep 2020.

Vancouver:

Moss J. Preservice Teacher Motivation. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2020 Sep 27]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1134.

Council of Science Editors:

Moss J. Preservice Teacher Motivation. [Doctoral Dissertation]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1134


University of Notre Dame

23. Andrea Lynn Christensen. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.

Degree: Psychology, 2012, University of Notre Dame

  In response to the need for change in teaching practices, educators have bolstered efforts to provide professional development for teachers. However, research suggests that… (more)

Subjects/Keywords: motivation; leadership; learning communities; teacher professional development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christensen, A. L. (2012). Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/n583xs57x2v

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Christensen, Andrea Lynn. “Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.” 2012. Thesis, University of Notre Dame. Accessed September 27, 2020. https://curate.nd.edu/show/n583xs57x2v.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Christensen, Andrea Lynn. “Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>.” 2012. Web. 27 Sep 2020.

Vancouver:

Christensen AL. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. [Internet] [Thesis]. University of Notre Dame; 2012. [cited 2020 Sep 27]. Available from: https://curate.nd.edu/show/n583xs57x2v.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Christensen AL. Characteristics of Effective Teacher Leadership in School-based Learning Communities</h1>. [Thesis]. University of Notre Dame; 2012. Available from: https://curate.nd.edu/show/n583xs57x2v

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Ngo, Albert. Motivating young adolescents : Perceptions of students matter .

Degree: 2013, California State University – San Marcos

 Valuable information can be obtained through authentic and effective voice work with students. This information can lead to the understanding of how to motivate at… (more)

Subjects/Keywords: motivation; young adolescent; student-teacher relationship

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ngo, A. (2013). Motivating young adolescents : Perceptions of students matter . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ngo, Albert. “Motivating young adolescents : Perceptions of students matter .” 2013. Thesis, California State University – San Marcos. Accessed September 27, 2020. http://hdl.handle.net/10211.8/493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ngo, Albert. “Motivating young adolescents : Perceptions of students matter .” 2013. Web. 27 Sep 2020.

Vancouver:

Ngo A. Motivating young adolescents : Perceptions of students matter . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10211.8/493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ngo A. Motivating young adolescents : Perceptions of students matter . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

25. Carrero, Kelly M. Teacher Educators: What Motivates Them to Choose Academe?.

Degree: 2012, University of North Texas

 Currently, there is a shortage of professors preparing personnel to teach in high need areas (e.g., special education, English language learners) at institutions of higher… (more)

Subjects/Keywords: Teacher educators; career choice; academe; motivation; faculty

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Carrero, K. M. (2012). Teacher Educators: What Motivates Them to Choose Academe?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149568/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carrero, Kelly M. “Teacher Educators: What Motivates Them to Choose Academe?.” 2012. Thesis, University of North Texas. Accessed September 27, 2020. https://digital.library.unt.edu/ark:/67531/metadc149568/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carrero, Kelly M. “Teacher Educators: What Motivates Them to Choose Academe?.” 2012. Web. 27 Sep 2020.

Vancouver:

Carrero KM. Teacher Educators: What Motivates Them to Choose Academe?. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Sep 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149568/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carrero KM. Teacher Educators: What Motivates Them to Choose Academe?. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149568/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

26. Davenport, Jennifer Latham. Teacher efficacy and direct instruction in reading.

Degree: 2014, University of Georgia

 The purpose of this study was to investigate the relationship of teachers’ sense of efficacy and SRA’s Corrective Reading, a scripted direct instruction program, and… (more)

Subjects/Keywords: Direct Instruction; Teacher Efficacy; Collective Efficacy; Motivation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Davenport, J. L. (2014). Teacher efficacy and direct instruction in reading. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21471

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Davenport, Jennifer Latham. “Teacher efficacy and direct instruction in reading.” 2014. Thesis, University of Georgia. Accessed September 27, 2020. http://hdl.handle.net/10724/21471.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Davenport, Jennifer Latham. “Teacher efficacy and direct instruction in reading.” 2014. Web. 27 Sep 2020.

Vancouver:

Davenport JL. Teacher efficacy and direct instruction in reading. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10724/21471.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davenport JL. Teacher efficacy and direct instruction in reading. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21471

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

27. Shelnutt, Sandra Kay. Teacher motivation in selected high and low achieving elementary schools.

Degree: 2014, University of Georgia

 The purpose of this study was to examine the differences between the components of teacher motivation in high and low achieving elementary schools. This study… (more)

Subjects/Keywords: Motivation; teacher motivation; student achievement; self-concept of ability; teacher efficacy; principal\'s expectations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shelnutt, S. K. (2014). Teacher motivation in selected high and low achieving elementary schools. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21166

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shelnutt, Sandra Kay. “Teacher motivation in selected high and low achieving elementary schools.” 2014. Thesis, University of Georgia. Accessed September 27, 2020. http://hdl.handle.net/10724/21166.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shelnutt, Sandra Kay. “Teacher motivation in selected high and low achieving elementary schools.” 2014. Web. 27 Sep 2020.

Vancouver:

Shelnutt SK. Teacher motivation in selected high and low achieving elementary schools. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10724/21166.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shelnutt SK. Teacher motivation in selected high and low achieving elementary schools. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21166

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Manchester

28. Flitcroft, Deborah. Impact of teachers’ behaviours on student motivation and exam performance.

Degree: 2016, University of Manchester

 Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated… (more)

Subjects/Keywords: student motivation; teacher behaviour; teacher language; examination performance; teachers as researchers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Flitcroft, D. (2016). Impact of teachers’ behaviours on student motivation and exam performance. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302872

Chicago Manual of Style (16th Edition):

Flitcroft, Deborah. “Impact of teachers’ behaviours on student motivation and exam performance.” 2016. Doctoral Dissertation, University of Manchester. Accessed September 27, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302872.

MLA Handbook (7th Edition):

Flitcroft, Deborah. “Impact of teachers’ behaviours on student motivation and exam performance.” 2016. Web. 27 Sep 2020.

Vancouver:

Flitcroft D. Impact of teachers’ behaviours on student motivation and exam performance. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Sep 27]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302872.

Council of Science Editors:

Flitcroft D. Impact of teachers’ behaviours on student motivation and exam performance. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302872


University of Oklahoma

29. Patrick, Susan. Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms.

Degree: PhD, 2016, University of Oklahoma

 More infants and toddlers are in early care and education settings at this time than ever before in history, making the study of these settings… (more)

Subjects/Keywords: early care and education; infant/toddler; teacher self-efficacy; teacher motivation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Patrick, S. (2016). Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/45026

Chicago Manual of Style (16th Edition):

Patrick, Susan. “Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed September 27, 2020. http://hdl.handle.net/11244/45026.

MLA Handbook (7th Edition):

Patrick, Susan. “Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms.” 2016. Web. 27 Sep 2020.

Vancouver:

Patrick S. Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/11244/45026.

Council of Science Editors:

Patrick S. Exploring Direct and Indirect Relationships among Teacher Self-efficacy, Motivations for Teaching, Teacher-child Interactions, and Child Outcomes in Early Head Start Classrooms. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/45026


University of Florida

30. Ridgewell, Natalie M. Is It the Right "Fit?" Florida Teachers' Motivations for Choosing a Teaching Career Using the FIT-Choice Scale.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2018, University of Florida

 Recruitment and retention of high quality and diverse teachers is a continuous dilemma in the U.S. and beyond (Murnane & Steele, 2007; Ravitch, 2010). Research… (more)

Subjects/Keywords: fit-choice  – florida-teachers  – motivational-theory  – teacher-motivation  – teacher-preparation-programs  – teacher-recruitment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ridgewell, N. M. (2018). Is It the Right "Fit?" Florida Teachers' Motivations for Choosing a Teaching Career Using the FIT-Choice Scale. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0052721

Chicago Manual of Style (16th Edition):

Ridgewell, Natalie M. “Is It the Right "Fit?" Florida Teachers' Motivations for Choosing a Teaching Career Using the FIT-Choice Scale.” 2018. Doctoral Dissertation, University of Florida. Accessed September 27, 2020. https://ufdc.ufl.edu/UFE0052721.

MLA Handbook (7th Edition):

Ridgewell, Natalie M. “Is It the Right "Fit?" Florida Teachers' Motivations for Choosing a Teaching Career Using the FIT-Choice Scale.” 2018. Web. 27 Sep 2020.

Vancouver:

Ridgewell NM. Is It the Right "Fit?" Florida Teachers' Motivations for Choosing a Teaching Career Using the FIT-Choice Scale. [Internet] [Doctoral dissertation]. University of Florida; 2018. [cited 2020 Sep 27]. Available from: https://ufdc.ufl.edu/UFE0052721.

Council of Science Editors:

Ridgewell NM. Is It the Right "Fit?" Florida Teachers' Motivations for Choosing a Teaching Career Using the FIT-Choice Scale. [Doctoral Dissertation]. University of Florida; 2018. Available from: https://ufdc.ufl.edu/UFE0052721

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