Motivation of early career health and physical education teachers

Motivation of early career health and physical education teachers

• Linda Morency, Université du Québec à Chicoutimi, Canada

• Johanne Grenier, Université du Québec à Montréal, Canada

• Claude Bordeleau, Université du Québec à Chicoutimi, Canada

• Sylvain Turcotte, Université de Sherbrooke, Canada

• Mylène Leroux, Université du Québec en Outaouais, Canada

• Marie-Claude Rivard, Université du Québec à Trois-Rivières, Canada

doi : 10.18162/fp.2023.732

Résumé

The motivation of novice teachers contributes to their teacher induction. To understand this motivation, 18 physical and health education teachers were interviewed two times. During their first back-to-school and two years later. According to the three categories of self-determination theory, their propositions reveal that their motivation is rather extrinsic. For some teachers, the instability of employment and the lack of kindness from the school environment regarding their integration in the school environment could explain the absence of intrinsic motivation. For others, the positive comments about their teaching and the interactions they have with their students seem to increase this type of motivation.

Abstract

The motivation of novice teachers contributes to their teacher induction. To understand this motivation, 18 physical and health education teachers were interviewed two times. During their first back-to-school and two years later. According to the three categories of self-determination theory, their propositions reveal that their motivation is rather extrinsic. For some teachers, the instability of employment and the lack of kindness from the school environment regarding their integration in the school environment could explain the absence of intrinsic motivation. For others, the positive comments about their teaching and the interactions they have with their students seem to increase this type of motivation.