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Teachers' implementation of constructivist teaching: does career motivation make a difference? (2016). Teachers' implementation of constructivist teaching: does career motivation make a difference?

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Title	Teachers' implementation of constructivist teaching: does career motivation make a difference?
Abstract	This quantitative study used a shortened version of Constructivist Learning Environment Survey and Factors Influencing Teaching Choice Scale to investigate the extent to which teachers implemented constructivist teaching in their classes and whether teachers' career motivation had any relationship with that implementation. The researcher also explored demographic factors, such as gender, age, years of teaching, etc., to see whether they had certain effects on teachers' implementation of constructivist teaching. Overall, teachers perceived their teaching as relatively high level of constructivist-based. Among the five constructs of Constructivist Learning Environment Survey, teachers taught critical voice most often, and personal relevance and student negotiation followed. Uncertainty and shared control were taught less often in classes. It was found that motivation factors of teachers' self-perception of teaching ability, make social contribution, and prior teaching and learning experience, teachers' beliefs about expertise of teaching, social status, and salary, and satisfaction with career choice were significantly correlated with different constructs of constructivist teaching. Gender, age, years of teaching, grade level, and subject area were found to be influential factors.
Date	2016

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Title: Teachers' implementation of constructivist teaching: does career motivation make a difference?
Personal Name(s): Wang, Peizhen
Bieger, George R.
Corporate Name(s): Indiana University of Pennsylvania
Education.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Bieger, George R. Committee members: Crystal Machado; Daniel Wissinger.
Topical Subject(s): Teacher education