Our hypothesis concerns the relevance of teacher motivations, including aesthetic experience and flow experience, in facilitating perception of self-efficacy in teaching. These variables can influence coping strategies for educational problems. 53 primary and secondary school teachers filled Self-Report Scales (Biasi & Bonaiuto, 2014) on motivation and quality of teaching experience. A Teacher Self-efficacy Scale (Italian adaptation by Biasi, Domenici & Patrizi, 2013) was also administered. The analysis showed that teachers with high teaching motivation declared they had flow experience and aesthetic experience more easily in their work along with high levels of professional self-efficacy. The results confirm the hypothesis that good job motivation (facilitating flow experience and aesthetic experience) is related to the ability to cope with the typical stresses of educational work.
Teacher Motivations, Flow Experience and Aesthetic Appreciationin Teaching
Patrizi N.;DOMENICI, Gaetano
2014-01-01
Abstract
Our hypothesis concerns the relevance of teacher motivations, including aesthetic experience and flow experience, in facilitating perception of self-efficacy in teaching. These variables can influence coping strategies for educational problems. 53 primary and secondary school teachers filled Self-Report Scales (Biasi & Bonaiuto, 2014) on motivation and quality of teaching experience. A Teacher Self-efficacy Scale (Italian adaptation by Biasi, Domenici & Patrizi, 2013) was also administered. The analysis showed that teachers with high teaching motivation declared they had flow experience and aesthetic experience more easily in their work along with high levels of professional self-efficacy. The results confirm the hypothesis that good job motivation (facilitating flow experience and aesthetic experience) is related to the ability to cope with the typical stresses of educational work.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
