Individual Differences in Teacher Research Involvement? Factoring in Language Teachers' Big Five Personality Traits and Motivation to Conduct Research
The important role of individual differences in affecting teachers' involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher research. Therefore, relying on the available literature and our...
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| Veröffentlicht in: | Journal of teacher education 2023-01, Vol.74 (1), p.85-100 |
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| creator | Bahrami, Vahid Hosseini, Mehrdad |
| description | The important role of individual differences in affecting teachers' involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher
research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers' Big Five personality traits, motivation to conduct research (through self-
determination theory's intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs)
and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational
constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher
research field are proposed. [Author abstract] |
| doi_str_mv | 10.1177/00224871221105799 |
| format | Article |
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research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers' Big Five personality traits, motivation to conduct research (through self-
determination theory's intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs)
and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational
constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher
research field are proposed. [Author abstract]</description><identifier>ISSN: 0022-4871</identifier><identifier>EISSN: 1552-7816</identifier><identifier>DOI: 10.1177/00224871221105799</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Age Differences ; Educational research ; English (Second Language) ; English teachers ; Foreign Countries ; Gender Differences ; Individual differences ; Language Teachers ; Motivation ; Personality ; Personality Measures ; Personality Traits ; Professional continuing education ; Professional development ; School English teachers (SETs) ; Second Language Instruction ; Self Determination ; Structural modelling ; Student motivation ; Teacher Attitudes ; Teacher education ; Teacher improvement ; Teacher Motivation ; Teacher research involvement (TRI) ; Teacher Researchers</subject><ispartof>Journal of teacher education, 2023-01, Vol.74 (1), p.85-100</ispartof><rights>2022 American Association of Colleges for Teacher Education</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c319t-b72cee1ddd7efcd6e3a4b448e23d165417afe02b14a2b0f30cb9d208dd8f213a3</citedby><cites>FETCH-LOGICAL-c319t-b72cee1ddd7efcd6e3a4b448e23d165417afe02b14a2b0f30cb9d208dd8f213a3</cites><orcidid>0000-0001-6514-2868 ; 0000-0001-5403-0393</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/00224871221105799$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/00224871221105799$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,4024,21819,27923,27924,27925,43621,43622</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1358354$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Bahrami, Vahid</creatorcontrib><creatorcontrib>Hosseini, Mehrdad</creatorcontrib><title>Individual Differences in Teacher Research Involvement? Factoring in Language Teachers' Big Five Personality Traits and Motivation to Conduct Research</title><title>Journal of teacher education</title><description>The important role of individual differences in affecting teachers' involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher
research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers' Big Five personality traits, motivation to conduct research (through self-
determination theory's intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs)
and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational
constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher
research field are proposed. 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research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers' Big Five personality traits, motivation to conduct research (through self-
determination theory's intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs)
and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational
constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher
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| subjects | Age Differences Educational research English (Second Language) English teachers Foreign Countries Gender Differences Individual differences Language Teachers Motivation Personality Personality Measures Personality Traits Professional continuing education Professional development School English teachers (SETs) Second Language Instruction Self Determination Structural modelling Student motivation Teacher Attitudes Teacher education Teacher improvement Teacher Motivation Teacher research involvement (TRI) Teacher Researchers |
| title | Individual Differences in Teacher Research Involvement? Factoring in Language Teachers' Big Five Personality Traits and Motivation to Conduct Research |
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