Teacher motivation: Bibliometric analysis of the relationship with individual and organizational variables, and work attitudes

  • Viseu J
  • de Jesus S
  • Quevedo-Blasco R
  • et al.
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Abstract

© 2014, Konrad Lorenz University Foundation. Teachers’ motivation is essential to the success of educational policies. When studying this concept, it is necessary to examine school and teacher characteristics. Due to the relevance of this theme, it becomes crucial to analyze the body of research conducted about it, taking into account organizational variables —as schools are organizations— but also psychological capital and work satisfaction. Therefore, a bibliometric study was conducted using Web of Science (WoS) database, having defined the search period for the years 2000-2013 and only considering works that belong to the psychology field. 33 documents in total fulfilled the inclusion criteria, where it was verified that: (a) 2012 was the year with most publications; (b) work satisfaction was the concept which was most frequently studied, along with teacher motivation; (c) the educational psychology category had the most documents; and (d) English was the dominant language in these works. The United States of America and Canada obtained the highest values in the following bibliometric indicators: number of documents (Ndoc) and number of researchers (Nres), and Israel had a higher level of productivity (Prod) than the other countries. The results and their implications are discussed.

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APA

Viseu, J. N., de Jesus, S. N., Quevedo-Blasco, R., Rus, C. L., & Canavarro, J. M. (2015). Teacher motivation: Bibliometric analysis of the relationship with individual and organizational variables, and work attitudes. Revista Latinoamericana de Psicologia, 47(1), 58–65. https://doi.org/10.1016/S0120-0534(15)30007-8

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