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Cited by 126Teacher Professional Development and MotivationSchool Leadership and Teacher PerformanceJob Satisfaction and Organizational Behavior

Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start?

Open access
Fernet, Claude, Trépanier, Sarah-Geneviève, Austin, Stéphanie, Levesque-Côté, Julie·2016·Teaching and Teacher Education
DOI 10.1016/j.tate.2016.07.019
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Abstract

This study aimed to deepen the understanding of the role of work motivation in teachers at career start. Participants were 589 beginning French-Canadian teachers working in public elementary and high schools. In addition to situating the forms of motivation (autonomous versus controlled) that drive teachers in the three first years of their career, the results provide support for a model explaining the motivational pathways by which school environment factors (work overload, control, recognition, and sense of community) relate to teachers’ psychological health (emotional exhaustion), attitude toward the job (occupational commitment), and behaviors in the classroom (climate that fosters student attentiveness).

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Crossref · 10.1016/j.tate.2016.07.019

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  • Fernet et al. (2016) found a significant relation between work overload and controlled motivation, and a positive association between recognition and control, and autonomous motivation.

    “Similarly, Fernet et al. (2016) found a significant relation between work overload and controlled motivation, and a positive association between recognition and control, and autonomous motivation.”

    From A test of work motivation profile similarity across four distinct samples of employees (2020) · cites this paper as Fernet et al., 2016

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1 of the 112 references couldn’t be matched to a known paper.

Research works printed but not linked: 2

  1. Hancock, G. R., & Mueller, R. O. (2001). Rethinking construct reliability within latent variable systems. In R. Crude, S. duToit, & D. Sorbom (Eds.), Structural equation modeling: Present and future (pp. 195e216). Lincolnwood, IL: Scientific Software International.
  2. Muth en, L. K., & Muth en, B. O. (2012). Mplus user's guide (6 th ed.). Los Angeles, CA: Muth en & Muth en.

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Authors
Fernet, C., Trépanier, S.-G., Austin, S., & Levesque-Côté, J.
Affiliations
  • Université du Québec à Trois-Rivières (CA)
  • Université du Québec à Montréal (CA)
Corresponding author
Fernet, Claude
ORCID
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2016-10
Volume
59
Pages
481-491
ISSN
0742-051X (ISSN-L)
DOI
10.1016/j.tate.2016.07.019
OpenAlex
W2485433197
Cited by
126
References
112
Citations by year
2026: 5 · 2025: 20 · 2024: 12 · 2023: 11 · 2022: 15 · 2021: 14 · 2020: 27 · 2019: 5 · 2018: 7 · 2017: 7 · 2016: 2 · 2015: 1
FWCI
31.07
Type
journal article
Language
en
Open access
Licence
Locations
  • Teaching and Teacher Education (publishedVersion, cc-by-nc-nd)
  • Le dépôt institutionnel (Université du Québec à Trois-Rivières) (submittedVersion)
Funders
  • Université du Québec à Trois-Rivières
  • Social Sciences and Humanities Research Council of Canada
Topics
  • Social Sciences › Education › Teacher Professional Development and Motivation
  • Social Sciences › Education › School Leadership and Teacher Performance
  • Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
Keywords
novice teachers, teacher motivation, autonomous motivation, controlled motivation, school environment, work overload, teacher recognition, sense of community, emotional exhaustion, occupational commitment, student attention, classroom climate, career entry

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