Exploring the Hedonic and Eudaimonic Motivations of Teachers for Pursuing Graduate Studies
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Exploring the Hedonic and Eudaimonic Motivations of Teachers for Pursuing Graduate Studies Antonio Ramirez Jr.1 • Celbert Himang1 • Egberto Selerio Jr.2 • Rebecca Manalastas1 Melanie Himang3 • Wilma Giango1 • Perla Tenerife1 • Lanndon Ocampo1,2
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Accepted: 12 November 2020 Ó De La Salle University 2020
Abstract Alongside the current demand for advanced degrees, teachers are often compelled with the professional duty to study further. Since motivation is a critical concept in understanding the participation of these individuals in pursuing advanced learning, this exploratory research aims to provide a deeper understanding of the motivational dynamics of the graduate students of education (GSEs) through the hedonic and eudaimonic lenses, which is a relatively new setting for this idea. The self-determination
& Lanndon Ocampo [email protected] Antonio Ramirez Jr. [email protected] Celbert Himang [email protected] Egberto Selerio Jr. [email protected] Rebecca Manalastas [email protected] Melanie Himang [email protected] Wilma Giango [email protected] Perla Tenerife [email protected] 1
Graduate School, Cebu Technological University, Corner M. J. Cuenco Ave. & R. Palma St., 6000 Cebu City, Philippines
2
Department of Industrial Engineering, Cebu Technological University, Corner M. J. Cuenco Ave. & R. Palma St., 6000 Cebu City, Philippines
3
College of Information and Communications Technology, Cebu Technological University, Corner M. J. Cuenco Ave. & R. Palma St., 6000 Cebu City, Philippines
theory juxtaposed this in a simple query about whether graduate students are studying for pleasure, virtue, or both. The method in this work is described in two parts. First, the hedonic and eudaimonic motivation of 594 samples of GSEs was measured through a developed Integrated Hedonic–Eudaimonic Motivation Scale. Second, cluster analysis of the survey results was employed with K-means clustering and ANOVA to determine the distinct groups of GSEs and their characteristics. The findings of this study suggest that GSEs, in general, have a high level of both hedonic and eudaimonic motivation and, thus, classified under the ‘‘flourishing’’ typology. Based on their characteristics, the cluster analysis generated three distinct clusters: passionate cluster, progressive cluster, and struggling cluster. Using ANOVA, the following variables were identified as the major contributors to the distinction of the three clusters: hedonic motivation, age, master’s degree major, doctor’s degree institution, doctor’s degree program, sources of funding, the support given to parents, and net income. Keywords Well-being Self-determination theory Hedonia Eudaimonia Higher education K-means clustering
Introduction Higher education (HE) is a crucial aspect of economic development, especially in meeting the knowledge-driven economy’s dynamic needs (Summerton et al. 2019). HE also provides individuals with better access to opportunities in the labor market, making a graduate
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