TEACHER MOTIVATION AND IDENTITY FORMATION: ISSUES AFFECTING PROFESSIONAL PRACTICE

Authors

  • Inusah Salifu Research Scholar, Department of Education, Monash University, Victoria Australia
  • Joseph Seyram Agbenyega Senior Lecturer, Faculty of Education, Monash University, Victoria, Australia

DOI:

https://doi.org/10.52634/mier/2013/v3/i1/1555

Keywords:

Teacher Motivation, Identity, Professional Practice.

Abstract

The failure of educational reforms in many countries to acknowledge the invaluable contributions of teachers to the successful implementation of such reforms illustrates how the teaching profession has been reduced to a marginal identity. Has this situation any implication for professional practice? This paper is based on review of literature which explores motivation and identity issues affecting teachers' professional practice globally. It examines scholarly views on the concept of teacher motivation, identity and practice, factors affecting teacher motivation and identity; and discusses studies on ways of enhancing teachers' identity and motivation to practice

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Published

2013-05-10

How to Cite

Inusah Salifu, & Joseph Seyram Agbenyega. (2013). TEACHER MOTIVATION AND IDENTITY FORMATION: ISSUES AFFECTING PROFESSIONAL PRACTICE. MIER Journal of Educational Studies Trends and Practices, 3(1), 58–74. https://doi.org/10.52634/mier/2013/v3/i1/1555

Issue

Volume 3, Issue 1, May 2013

Section

Articles

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Copyright (c) 2021 Inusah Salifu, Joseph Seyram Agbenyega

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