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Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives

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dc.rights.license Author Retains All Rights en_NZ
dc.contributor.advisor McDonald, Lex
dc.contributor.advisor Hynds, Anne
dc.contributor.author Hasan, Abdul Raheem
dc.date.accessioned 2016-04-29T00:28:21Z
dc.date.accessioned 2022-11-03T19:06:22Z
dc.date.available 2016-04-29T00:28:21Z
dc.date.available 2022-11-03T19:06:22Z
dc.date.copyright 2016
dc.date.issued 2016
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/29908
dc.description.abstract Teachers form the largest investment in a school and can instrumentally exert the strongest direct influence on student outcomes. A school is as good as its teachers, and hence retention of successful teachers is imperative. Teachers’ motivation to remain carrying out the tasks associated with teaching enthusiastically make a vast difference in terms of student achievement, thereby attracting other teachers, students and parents to the school. At their best, the teachers effectively tap into the hopes and talents of young people to help them grow into productive citizens. The scrutiny of the sources of motivation is presumed to help make informed decisions to enhance teachers’ motivation to remain in teaching. The study reported here aimed at exploring the stakeholders’ perceptions of the motivational influences for successful indigenous teachers to remain as teachers in the small islands state of the Maldives. This empirical case study employed qualitative methods of data collection from indigenous groups of stakeholders that included central level policy-makers, school principals, leading teachers, successful teachers, parents and students. In total, 32 participants contributed data through 29 interviews, 29 questionnaires, and three focus group discussion meetings. Analysis of data via a grounded theory approach with a sociocultural constructivist lens indicated that a dynamic interplay of factors contributed to the understanding of what motivated these teachers to remain teaching. Overall, it was revealed that the participants’ perceptions of what motivated successful teachers to remain as teachers were largely influenced by the cultural aspects and the specific island life characteristics. It was clear that the motivational influences to stay in the teaching profession were contextual, inter-related, inter-dependent and multifaceted, and the ‘double S of motivation’ – salary and status – was also evident. It was revealed that a successful teacher is angel-like in the context, and hence, what constitutes success as a teacher in these islands was basically dependent upon the teacher’s ability to win the hearts and minds of the people through catering for the “curriculum, culture, and community”. Thus, the desires of achieving community approval for their deeds and remaining in healthy relationships with other stakeholders were perceived to be motivational influences for successful indigenous teachers. These findings highlight the importance of conducting habitual, specialised and localised studies to understand teachers’ motivational influences as they are context specific. This implied the need for educational policy-makers, school managers and supervisors of teachers to understand the complexity of contextual motivational influences to maximise teachers’ positive impact upon student development. In light of this, the challenges to sustain teachers’ motivation in these uniquely vulnerable islands are also discussed. To conclude this study report, which was limited only to the perceptions of indigenous stakeholder groups, on the motivational influences for successful indigenous teachers to remain teaching in a country where there is a high proportion of foreign teachers – particularly at higher levels of schooling – future research ideas and recommendations that might motivate, sustain and increase motivation are also outlined. The RICH theory of motivation is also proposed as a framework to be validated for use in studying motivation of teachers in similar settings. en_NZ
dc.format pdf en_NZ
dc.language en_NZ
dc.language.iso en_NZ
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.rights Access is restricted to staff and students only until 06/2018. For information please contact the Library. en_NZ
dc.subject Motivation en_NZ
dc.subject Teachers en_NZ
dc.subject Maldives en_NZ
dc.subject Indigenous en_NZ
dc.subject Culture en_NZ
dc.subject island-life en_NZ
dc.title Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives en_NZ
dc.type Text en_NZ
dc.date.updated 2016-04-15T03:28:25Z
vuwschema.contributor.unit School of Educational Psychology and Pedagogy en_NZ
vuwschema.subject.anzsrcfor 130199 Education Systems not elsewhere classified en_NZ
vuwschema.subject.anzsrctoa 1 PURE BASIC RESEARCH en_NZ
vuwschema.type.vuw Awarded Doctoral Thesis en_NZ
thesis.degree.discipline Education en_NZ
thesis.degree.grantor Te Herenga Waka—Victoria University of Wellington en_NZ
thesis.degree.level Doctoral en_NZ
thesis.degree.name Doctor of Philosophy en_NZ

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