Teacher Motivation and Relationship Within School Contexts as Drivers of Urban Teacher Efficacy in Taipei City
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Teacher Motivation and Relationship Within School Contexts as Drivers of Urban Teacher Efficacy in Taipei City Jun Yi Hsieh1 • Pei Wen Liao2 • Yi Hisn Lee3,4
Accepted: 7 September 2019 Ó De La Salle University 2020
Abstract The efficacy of urban teachers has been an important concern of school administrators. This study explores how teacher’s intrinsic and extrinsic work motivation, relationships and school contexts affect teacher efficacy. The sources were surveys collected from elementary school teachers in Taipei City, Taiwan and data and demographic information collected from Education Statistical Data in Taipei City Government, Taiwan. The results of multilevel modeling indicated that school-level principal leadership and work environment enhance teaching. For teacher-level variables, only parent–teacher relationship has a significant influence on teacher efficacy. The implications and research limitations are discussed. Keywords Work motivation Parent–teacher relationship Interpersonal relationship Principal leadership Work environment
& Pei Wen Liao [email protected] Yi Hisn Lee [email protected] 1
Department of Social and Public Affairs, University of Taipei, Taipei, Taiwan
2
Department of Human Resource Management and Development, Hsiuping University of Science & Technology, Taichung, Taiwan
3
Institute of Educational Administration and Evaluation, University of Taipei, Taipei, Taiwan
4
Taipei Municipal Zhong Zheng Elementary School, Taipei, Taiwan
Introduction Teacher efficacy is an important concern of school administrators. Schools hire teachers to fulfill their functions and purposes (Houger 2006). Teacher efficacy might be a way to assess students’ improvement (Herman et al. 2011). To further understand the influential factors of teacher efficacy, this study assumes the function of teacher efficacy as teacher-level factors (i.e., intrinsic motivation, extrinsic motivation), teacher relationships (i.e., interpersonal relationships, parent–teacher relationships), and school contexts (i.e., principal leadership, work environment). Regarding teacher-level factors, teachers professionalize and adapt their practice while some teachers deal with demands by ignoring them (Hulpia and Devos 2010). Teachers engage in intrinsically rewarding behavior, such as accomplishment, professional development, and participation. They earn rewards and avoid punishment. Good work relationships can also enhance teacher efficacy. For example, interpersonal relationships promote interactions with the principal, colleagues, administrative staff, and students. Meanwhile, positive parent–teacher relationships increase parental support for teaching resources, teaching activities, and classroom management. Most research on teacher studies has been limited to teacher factors. However, teachers do not work in isolation. Schools are complex, dynamic systems that influence teachers’ academic, affective, social, and behavioral performance. Due to the increased complexity of the educational system
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