Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14960
Title: Teachers' motivation to teach national education in Singapore: A self-determination theory approach
Authors: Wang, John C. K.
Liu, Woon Chia
Keywords: National Education
Citizenship
Behavioural regulation
Cluster analysis
Self-determination theory
Issue Date: 2008
Citation: Wang, C. K. J., & Liu, W. C. (2008). Teachers' motivation to teach national education in Singapore: A self-determination theory approach. Asia Pacific Journal of Education, 28(4), 395-410.
Abstract: The National Education (NE) programme was set up in Singapore schools in 1997 to inculcate national identity and national values in the younger generation. Teachers in schools are given the important role to develop a shared sense of nationhood among their students. However, no study has examined the motivation of teachers to teach NE in schools. The purpose of the present study was to examine pre-service teachers’ motivation, perceptions of NE, perceived competence to teach NE and feelings about the NE programme provided in their teacher training course using cluster analysis. The study involved 4242 pre-service teachers (1229 males, 2986 females, 27 missing information) from the National Institute of Education (NIE) in Singapore. The results showed that 15.6% of the teachers belonged to a ‘high amotivation’ cluster, 38.0% formed a ‘high externally regulated’ cluster, 19.9% made up a cluster labelled as ‘low externally regulated’ and the rest (26.5%) had an ‘intrinsically regulated’ profile. The four clusters showed significant gender and programme differences. In summary, the results of the cluster analysis supported the concurrent validity of the clusters in terms of pre-service teachers’ perceptions of NE involvement, importance, NE as government propaganda, competence to teach NE and satisfaction with the NE programme provided in their teacher training course.
Description: This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at http://www.tandfonline.com/10.1080/02188790802469052
URI: http://hdl.handle.net/10497/14960
ISSN: 0218-8791
Other Identifiers: 10.1080/02188790802469052
Appears in Collections:Journal Articles

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