Learning orientation, motivation and self-efficacy as triggers for teachers to engage in a new teaching setting

Abstract

The research question asked if is there a difference regarding the learning orientation of the teachers, their motifs, and their self-efficacy level between teachers that engage in a new teaching setting and those who don’t. 168 Romanian teachers were questioned using: Learning orientation, self-efficacy, work motifs, and personal motivation to engage in a new project. The results show, that the learning approach differs between a teacher who chooses to be part of a program that requires changing from classic teaching methods to more dynamic, student-centered methods. Motivation and self-efficacy did not differentiate between teachers.