英語教師を動機づける62の方略

抄録

The importance of teacher motivation arises at a time of renewed interest in the motivational theory and research on English education. However, there has been no systematic focus on the factors that influence teachers' motivation for teaching English, their strategy of engagement for maintaining their motivation, and the degree to which their motivation influences their classroom instruction. This study examined the relationship between the types of teachers and their opinions on effective motivational strategies. A total of 106 English teachers in Japan were asked to rate the effectiveness of 62 motivational strategies. Participants were divided into five groups based on the results of cluster analyses. The differences among the clusters on the effectiveness of the motivational strategies were significant even though the average scores were relatively high in all strategies. These findings implied that the teachers considered motivational strategies on English teaching effective, regardless of the groups. Additionally, the teachers in different groups had different ideas on what strategies would motivate them. This study is designed to provide information for individuals possessing, maintaining, and heightening their motivation for job engagement as English teachers as well as to apply contemporary research on motivational strategies to the current and future understanding of English teachers and their motivation.