Relevant bibliographies by topics / Aspirations and motivations

Academic literature on the topic 'Aspirations and motivations'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Aspirations and motivations"

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J. Beynon, Malcolm, Paul Jones, Gary Packham, and David Pickernell. "Investigating the motivation for enterprise education: a CaRBS based exposition." International Journal of Entrepreneurial Behavior & Research 20, no. 6 (August 26, 2014): 584–612. http://dx.doi.org/10.1108/ijebr-05-2013-0073.

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Purpose – The purpose of this paper is to investigate student motivation for undertaking an entrepreneurship education programme and their ultimate employment aspirations through a novel data mining technique. The study considered what relationship certain motivation characteristics have to students’ aspirations, specifically in terms of their intention to be self-employed or employed. Design/methodology/approach – The study examined enrolment data of 720 students on an entrepreneurial education programme, with work statuses of full-time, part-time or unemployed and have known aspirations to either employment or self-employment. The Classification and Ranking Belief Simplex (CaRBS) technique is employed in the classification analyses undertaken, which offers an uncertain reasoning based visual approach to the exposition of findings. Findings – The classification findings demonstrate the level of contribution of the different motivations to the discernment of students with self-employed and employed aspirations. The most contributing aspirations were Start-Up, Interests and Qualifications. For these aspirations, further understanding is provided with respect to gender and student age (in terms of the association with aspirations towards self-employed or employed). For example, with respect to Start-Up, the older the unemployed student, the increasing association with employment rather than self-employment career aspirations. Research limitations/implications – The study identifies candidate motivation and the demographic profile for student's undertaking an entrepreneurial education programme. Knowing applicant aspirations should inform course design, pedagogy and its inherent flexibility and recognise the specific needs of certain student groups. Originality/value – The study contributes to the literature examining motivations for undertaking entrepreneurship education and categorising motivating factors. These findings will be of value to both education providers and researchers.
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Poon, Dale B., Helen M. G. Watt, and Sandra E. Stewart. "Future counselors’ career motivations, perceptions, and aspirations." Higher Education, Skills and Work-Based Learning 10, no. 1 (September 26, 2019): 155–70. http://dx.doi.org/10.1108/heswbl-02-2019-0031.

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Purpose The purpose of this paper is to examine the career motivations of future counseling professionals. Design/methodology/approach Students completing their Masters of Counseling (n=174) responded to a 30 min survey about their career motivations, counseling career choice satisfaction, planned persistence in the counseling profession and perceptions of the demand and reward structure offered by counseling work. Motivational profiles were educed using hierarchical cluster analysis and compared via MANOVA. Findings Four distinct profiles were identified: “moderately engaged with family values,” “lower engaged,” “altruistic with family values” and “multiply motivated.” Clusters differed in their perceptions of the demand and reward structure offered by a counseling career, and their level of satisfaction with, and planned persistence in the profession. Cluster composition was unrelated to age, gender or pursuit of previous careers. Practical implications Implications for educators pertain to capitalizing on career motivations for different types of entrants, to tailor recruitment and professional preparation. Originality/value The authors add to existing literature by drawing on the theoretical lens of expectancy-value theory in a person-centered approach, to the study of counselor motivations, professional perceptions and career choice satisfaction.
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Hamilton, R. T. "Motivations and Aspirations of Business Founders." International Small Business Journal: Researching Entrepreneurship 6, no. 1 (November 1987): 70–78. http://dx.doi.org/10.1177/026624268700600104.

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Hessels, Jolanda, Marco van Gelderen, and Roy Thurik. "Entrepreneurial aspirations, motivations, and their drivers." Small Business Economics 31, no. 3 (September 4, 2008): 323–39. http://dx.doi.org/10.1007/s11187-008-9134-x.

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Liao, Karen Anne, and Maruja Asis. "Back to the Philippines: Connecting aspirations, return and social remittances in international student migration." Asian and Pacific Migration Journal 29, no. 3 (September 2020): 402–21. http://dx.doi.org/10.1177/0117196820964999.

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The growing volume of international students has attracted research interest on their return experiences and the potential impacts of their overseas education in their home countries. This paper uses the notion of aspiration to investigate international students’ return experiences in connection to their motivations and perceived gains from studying abroad. Interviews with Filipino returnees who completed their postgraduate studies in Europe suggest that their plans to study abroad involved aspirations to return to the Philippines for different reasons, including career and family-related factors. Their aspirations also reflect their desired contributions to their respective occupational fields in the country. Their narratives of returning to the workplace, however, reveal institutional factors that either facilitate or constrain the transfer of ideas, knowledge and practices gained from their experiences abroad. Findings point to how returnees' workplace experiences, in turn, reshape their career aspirations and migration intentions.
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Marrow, Helen B., and Amanda Klekowski von Koppenfels. "Modeling American Migration Aspirations: How Capital, Race, and National Identity Shape Americans’ Ideas about Living Abroad." International Migration Review 54, no. 1 (November 28, 2018): 83–119. http://dx.doi.org/10.1177/0197918318806852.

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Recent scholarship proposes a “two-step” approach for better understanding mechanisms underlying the migration process, suggesting we study migration aspirations separately from migration behavior and that the one does not always translate directly into the other. Research on aspirations, however, concentrates on the Global South, despite growing migration flows originating in the Global North. Here, we fill this gap, drawing on a nationally representative online survey we commissioned in 2014 in the United States. Bivariate analysis shows that fully one-third of Americans surveyed reveal some aspiration to live abroad, a plurality of those primarily for the purpose of exploration. Multivariate analysis suggests that certain elements of cultural and social capital, including the networks Americans have with prior and current US citizen migrants, structure these aspirations, in tandem with strength of national attachment. Further, both cultural and economic aspects of class, alongside race and national attachment, shape where American aspirants envision going and why. While the existing literature addresses the motivations and profile of American migrants already living abroad, ours is the first study to examine Americans’ aspirations prospectively from the point of origin, thereby connecting the literature on Global North migration flows to that on migration aspirations.
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Dr. M. Jeyaseelan, Dr M. Jeyaseelan, and S. Murugan S. Murugan. "Aspirations and Motivations among Government Higher Secondary School Students: A Sociological Analysis." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 358–60. http://dx.doi.org/10.15373/2249555x/mar2013/122.

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Uszak, Nicolas, and James Szalma. "Aspirations and Motivations for Facebook Use Through Sem Modeling." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1226–27. http://dx.doi.org/10.1177/1541931218621281.

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Facebook is one of the most pervasive social networking sites in the world. Growing out of a humble Harvard cataloging project, Facebook has over 2 billion monthly active users (Facebook Newsroom, 2017). This paper will explore the motivations for such widespread use of this technology. The study of Facebook user motivations is not a new endeavor (E.g. Quan-Haase & Young, 2010; Knowles, Haycock, and Shaikh, 2015; Kross et al.,2013). Generally, there seems to be a consensus that Facebook is able to provide a social outlet and platform of potential connection for users. However, these explicit self-reported motives beg the question of what are the underlying implicit needs or desires driving the action of joining Facebook? What do people actually get out of maintaining a digital presence there? Uses and Gratifications Theory (U&G) considers how people benefit from mass communication (Katz, Blumer, & Gurevitch (1974). Contrary to early theories where users were just passive consumers of whatever a particular media put in front of them, Quan-Haase & Young, 2010 found six factors of Facebook use gratifications; these factors were pastime, affection, fashion, share problems, sociability, and social information. Self-Determination Theory (SD-Theory) is a meta-framework for defining and classifying different types of motivations in relation to individual differences and social context (Deci & Ryan,1985, 2000). SD-Theory postulates that evolutionarily, humans have three basic psychological needs. According to this view, we have the need for competency, autonomy, and relatedness. Besides psychological needs, another measured component of SD-Theory is life goals, also known as aspirations (Kasser & Ryan, 1993;1996). Aspirations are life goals one has, based on the values one holds; and are normally divided into two categories. Intrinsic aspirations (IA) are such things as meaningful relationships, individual growth, and community contributions. Extrinsic aspirations (EA) encompass wealth, fame, and image; they are beholden to the judgements of other people and tend to be more of a hoop to jump through rather than an end goal (Kasser & Ryan, 1996). The Two-Process Model (TPM) ties Self-Determination Theory together with personal goal and motive disposition constructs (Sheldon & Schüler, 2011). According to TPM all humans have basic needs, but there will be individual differences in motives. A weak experience of competency, autonomy, or/and relatedness (i.e., strong need requirements) was found to provoke motivation to improve the situation (Sheldon and Gunz, 2009). Sheldon, Abad, and Hinsch (2011) built upon these findings by measuring connection and disconnection in Facebook use. The purpose for this study was to investigate whether different types of aspirations (intrinsic or extrinsic) predicted connection and disconnection, and whether Facebook motives mediate this relationship. Participants were 424 college students from a large university in central Florida. Participant gender is 255 female and 167 male, with two not indicating a gender. Participants age range was from 18 to 59 (M=20.8, SD=4.9) years. Three surveys were administered through an online Qualtrics system. Surveys measured aspirations, social connection, and Facebook use. Structural equation modeling analysis was then conducted to produce several models. Direct effects were found between EA and connectedness, as well as IA and connectedness. IA and EA were both shown to predict Facebook motives. However, Facebook motives were found not to mediate the relationship between aspirations and connectedness.
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Dixit, Jaya. ""Performance below Aspirations, Cultural Motivations of Owners and Slack"." Academy of Management Proceedings 2013, no. 1 (January 2013): 16643. http://dx.doi.org/10.5465/ambpp.2013.16643abstract.

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Reeves, Todd D., and Rebecca J. Lowenhaupt. "Teachers as leaders: Pre-service teachers' aspirations and motivations." Teaching and Teacher Education 57 (July 2016): 176–87. http://dx.doi.org/10.1016/j.tate.2016.03.011.

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Dissertations / Theses on the topic "Aspirations and motivations"

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Seal, Alexander P. "The motivations, experiences, and aspirations of UK students on short-term international mobility programmes." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/845760/.

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International student mobility had undergone considerable growth over the last thirty years (OECD, 2015). Students who travel to different countries to study can be seen as an important group of people who develop the internationalisation of higher education. One type of student mobility, credit mobility, has come to assume greater importance recently. The number of credit mobile students, that is students who undertake a period studying or working abroad during their degree, has increased (European Commission, 2016). However, whilst credit mobile students form only a small minority of the student population, there has been a lack of research with young people who choose to participate in these programmes. This PhD research is a qualitative project that explores the motivations, experiences and aspirations of UK students who have spent either a semester or year abroad. Firstly, this study explores the backgrounds and biographies of these students who choose to travel abroad for higher education. Secondly, the study analyses the experiences of these students during their stay overseas. And thirdly, careful attention is paid to the aspirations of these students after they have returned from their period abroad. In this research, I demonstrate how young people attach significant value to student mobility by discussing it as an acceptable form of ‘authentic’ travel. Discourses around acceptable forms of travel, I show, stem from the habitus (Bourdieu 1986) of these young people. Secondly, I provide the first in-depth analysis of the key experiences of these students whilst abroad. Drawing on John Urry’s (2002) concept of the tourist gaze, I outline how new experiences away from home create a sense of adventure and novelty. Lastly, this research makes an original contribution to knowledge by developing our understanding of the aspirations of students who have completed a period abroad. Using Bauman’s (1996, 1998) theory of ‘tourism’, I demonstrate how young people who have studied and/or worked abroad become seduced by imagined mobile futures. I show how, for these students, their experiences create desires to continue living mobile lifestyles.
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Ewell-Eldridge, Ivy. "Examining Secondary Language Arts Teachers' Perceptions of Professional Learning| Motivations, Values, Barriers, Needs, and Aspirations." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816349.

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Research reveals that for American secondary teachers, mere participation, or the desire to participate, in professional development is not a matter of concern, as many in the educational community have assumed. Yet, there is a void in the literature regarding American, lower secondary educators of literacy and their overall perceptions of professional learning. The purpose of this phenomenological study was to understand the perceptions of lower secondary English language arts (ELA)/literacy teachers, specifically in regard to what motivates these educators to participate in professional development, what they value in professional learning opportunities, the challenges that keep them from participating, and their overall professional development needs.

This qualitative study draws on two theoretical frameworks, constructivism and adult learning theory, as there are varied philosophies that contribute to the understanding of a teacher’s perception of professional learning. A non-experimental, phenomenological methodology was chosen, aiming to better understand participant’s individual experiences through their comprehensive, self-reported descriptions. The population of this study consisted of experienced, lower secondary ELA/literacy teachers employed in southern California public schools. Purposive, criterion sampling was used for this research, collecting data from a total of 13 semi-structured interviews of participants from two school districts.

The findings from this study resulted in five thematic categories that present the essential drivers and impediments to the participants’ involvement in professional learning opportunities: (a) teachers desire to improve their professional practice, (b) professional learning should be immediately applicable to professional practice, (c) teachers prefer to learn from other experienced teachers, (d) the culture of the school district and or site influences teacher learning, and (e) a teacher’s learning is influenced by their perception of themselves and previous experiences. Six conclusions were drawn from the thematic findings of this study. They rely upon the literature and findings to argue how teachers’ motivation, personal values, and aspirations for participation in professional learning opportunities is centered on personal and organizational factors along with the historical and current culture of American K-12 public schools.

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Nefes, Ebrar. "“Among other things, that is what I choose to do” Understanding Migration Motivations of Highly Skilled Youth from Turkey by Looking at Capabilities and Aspirations." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166759.

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Cuffee, Deborah Robinson. "Cultural mistrust, occupational aspirations and achievement motivation of black students." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332600/.

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The purpose of this study were three-fold: First, this study examined occupation prestige ratings of African American adolescents using a modified version of the Hatt-North (1947) Occupation Prestige Scale. A second purpose investigated the effects of cultural mistrust on occupation prestige preferences, as well as aspirations and expectations. Finally, this study examined the effects of cultural mistrust and achievement motivation on the occupational aspirations of Black youth.
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Olivares, Yvonne. "Are all groups created equal? What role do different types of groups play in changing aspirations?" Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187036098.

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Sheek, James L. "Rural students, aspirations, motivation, and music education why don't more rural students make it to college? /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1400/umi-uncg-1400.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 153-159).
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Weibl, Gabriel. "International Student Mobility and Internationalisation of Universities - The role of serendipity, risk and uncertainty in student mobility and the development of cosmopolitan mind-sets through knowledge and intercultural competence. Employability, students’ future mobility aspirations and the EU’s support of international student mobility." Thesis, University of Canterbury. National Centre for Research on Europe, 2014. http://hdl.handle.net/10092/10268.

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The background to this study lies in the discrepancy between the perceptions of international student mobility in the context of the internationalisation of higher education by the EU and universities on one hand and international students themselves in terms of their motivations to study abroad on the other hand. This is a comparative study based on three main case studies, of six universities in New Zealand, Oxford University in the UK and the Charles University in the Czech Republic. It explores the students’ experiences abroad in terms of their intercultural competence, the shaping of identities, the acquisition and transfer of knowledge, the possible forming of cosmopolitan mind-sets and empathy, perceptions of employability and their future mobility aspirations. This thesis also considers the barriers and ‘push and pull’ factors of mobility, perceptions of risk and uncertainty in regards to mobility and the role of serendipity in student mobility, which has been overlooked in the literature on mobility and migration. The theoretical framework of the study builds on social capital theory, Europeanisation and the ‘do-it-yourself biography’ theory. The nature of this topic, however, suggested the employment of the concepts of globalisation, transnationalism and consideration of other forms of capital, such as the total human capital, mobility capital and transnational identity capital. This is predominantly a qualitative, mixed-method and longitudinal research project, which uses surveys, case studies, interviews and the data collecting tool called grounded theory. It triangulates data to support and enhance the analytical validity of the thesis. This research concludes that student experiences abroad as well as the internationalisation efforts of universities and the EU would benefit from the introduction of education for global citizenship, which should focus on the intercultural competencies of students. The thesis suggests sociocultural elements for example the cosmopolitan mind-set can enhance the economic, academic and political rationales of internationalisation, such as employability.
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Moussa, Mouloungui Aude. "Processus de transformation des intentions en actions entrepreunariales." Phd thesis, Université Charles de Gaulle - Lille III, 2012. http://tel.archives-ouvertes.fr/tel-00870880.

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L'étude des facteurs psychosociaux qui déterminent les comportements liés à la création d'entreprise est essentielle à l'explication de l'intention entrepreneuriale et du processus cognitif de sa transformation en action. Dans cette perspective nous nous sommes intéressés à la dynamique personnelle impliquée dans les conduites de création d'entreprise. Trois catégories de personnes ont participé à cette étude : les étudiants, les entrepreneurs en création et les entrepreneurs actifs. Cela nous a permis de contourner la difficulté méthodologique liée à la réalisation d'une observation longitudinale. A partir de la littérature internationale sur le sujet, nous présentons l'entrepreneuriat comme un processus téléologique qui s'élabore dans le temps. Ainsi, nous avons construit un modèle d'analyse par équations structurales établissant les liens entre les variables déterminantes de l'intention entrepreneuriale, les variables intermédiaires en particulier en référence au modèle du comportement planifié, à celui de Gollwitzer sur les phases de l'action et à Kuhl sur le contrôle de l'action et les conduites de création d'entreprise. Nos résultats nous ont permis de proposer un modèle théorique dit de la hiérarchisation de la mobilisation des capacités volitionnelles. Son postulat est semblable à celui de la théorie des besoins de Maslow. Toutefois, contrairement à la pyramide des besoins, nous faisons l'hypothèse d'une remobilisation possible des capacités volitionnelles d'une phase inférieure du processus
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Tao, Yick-Ku. "Hong Kong Chinese students' learning motivation : the role of social- versus individual-oriented achievement motivation /." View Abstract or Full-Text, 2003. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202003%20TAO.

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Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2003.
Includes bibliographical references (leaves 175-193). Also available in electronic version. Access restricted to campus users.
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Hughes, Amanda. "The relationships between self-related perceptions, motivation, aspirations and achievements in an academic setting." Thesis, Staffordshire University, 2011. http://eprints.staffs.ac.uk/1895/.

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This thesis explores the nature of the self and how the various self-perception constructs – self-esteem, self-concept, and self-efficacy – contribute to academic functioning. The research was undertaken in three stages. The first was designed to examine how the self is represented. Bandura’s Multidimensional Scales of Perceived Self-Efficacy (1990) and Harter’s Self-Perception Profile for Adolescents (1988) were utilised to examine the extent to which self-efficacy and competency-related elements of the self-concept are independent constructs. Factor analysis of data provided by secondary school students revealed that when measured using domain-specific measures such as these, self-efficacy and competency self-concept do not represent totally separate, distinct aspects of the self. The second stage was designed to examine how representations of the self relate to academic performance, intrinsic motivation, and occupational and educational aspirations. Taking account of past academic performance and other factors that might impact on the self-perception–academic outcome relationship, self-efficacy was shown to be a better predictor of these outcomes than either of the other two self constructs. Self-esteem was the least predictive. These findings suggest that self-efficacy and self-concept, but not selfesteem, are important for the development of academic functioning. The third stage of this research was designed to examine whether interventions can have a positive effect on how the self is represented, and if so, whether this also impacts on academic functioning. This thesis used a widely-used and Government-supported intervention programme to explore this issue in a real-world context. There were positive effects on some aspects of self-concept but not on any other variables. These effects were not associated with any changes in the academic outcomes. The reasons why this intervention did not have a wider impact are explored, and the practical and theoretical implications of the findings are discussed. This research provides a clearer understanding about where educators and education policy-makers should focus their efforts if the aim is to enhance self-related perceptions in school.
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Books on the topic "Aspirations and motivations"

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Vous et ... vos aspirations professionnelles. Paris: Éditions d'Organisation, 1992.

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Li zhi pian: Aspiration. Beijing: Wai wen chu ban she, 2005.

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M, Fox Kristine, and Hyatt Kay M, eds. Believing in achieving: Eight conditions that make a difference in the lives of all youth. 2nd ed. Toronto, Ont: SARS Educational Services, 2000.

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Amazing grades: 101 best ways to improve your grades faster. Las Vegas, NV: The Center for New Discoveries in Learning, Inc, 2012.

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Benard, Bonnie. Turning the corner: From risk to resiliency. Portland, Or: Northwest Regional Educational Laboratory, 1993.

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Corfe, Robert. Populism against progress: And the collapse of aspirational values. Bury St. Edmunds: Arena, 2007.

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M, Fox Kristine, ed. Raising student aspirations: Classroom activities for grades 9-12. Champaign, Ill: Research Press, 2003.

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M, Fox Kristine, ed. Raising student aspirations: Classroom activities for grades K-5. Champaign, Ill: Research Press, 2003.

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M, Fox Kristine, ed. Raising student aspirations: Classroom activities for grades 6-8. Champaign, Ill: Research Press, 2003.

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Poirier, Marie. Eléments de définition : les aspirations professionnelles, les valeurs, la motivation, les attitudes, la satisfaction au travail. Québec: [Office des ressources humaines], 1986.

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Book chapters on the topic "Aspirations and motivations"

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Baum-Talmor, Polina. "Careers at Sea: Exploring Seafarer Motivations and Aspirations." In The World of the Seafarer, 51–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49825-2_5.

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AbstractNowadays, in the era of flexible and precarious employment, the concept of a ‘career for life’ in one organisation appears to be redundant, as most employees in the global labour market do not have permanent employment (ILO, World employment and social outlook: the changing nature of jobs. Geneva: International Labour Office, 2015). This chapter focuses on the shipping industry as an example of a global industry that employs over a million seafarers (BIMCO, Manpower 2005 update: the worldwide demand for and supply of seafarers. Warwick: Warwick Institute for Employment Research, 2015) as their main labour force in what could termed flexible employment. The chapter explores the idea of having a ‘career’ within the precarious shipping industry by focusing on the reasons for joining, staying, and leaving a seafaring occupation. The chapter is based on existing literature, and on recent data that was collected as part of a study on seafarers’ career development.
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Pratsinakis, Manolis. "Greece’s Emigration During the Crisis Beyond the Brain Drain." In IMISCOE Research Series, 27–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11574-5_2.

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AbstractHow can we appraise and best describe the re-emergence of large-scale emigration from Greece in hindsight, more than ten years since the eruption of the Greek crisis? Drawing on qualitative and quantitative data collected in the context of the EUMIGRE project in the Netherlands and Greater London, this chapter provides an in-depth assessment of Greece’s emigration during the period of the country’s prolonged economic crisis from the perspective of the key actors, the migrants themselves. Focusing on their migration motivations, it explores how the crisis in Greece has altered everyday discourse on emigration and loosened up social constraints towards long distance mobility. It further highlights the significance of the freedom of movement within the EU in shaping the characteristics of the outflow and the experiences and aspirations of the migrants. Three different migrant profiles are singled out, the necessity driven migrants, the career-oriented migrants and the middling transnationals. Moving away from statist and economistic presentations of the phenomenon, the chapter aims to challenge several conventional assumptions underlying the way this outmigration is commonly presented in the Greek public discourse and critically assess the main labels used to describe it namely, brain drain, new migration and crisis-driven migration.
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Hechavarria, Diana M., Mark T. Schenkel, and Charles H. Matthews. "Contextual Motivation and Growth Aspirations Among Nascent Entrepreneurs." In New Firm Creation in the United States, 35–49. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-09523-3_3.

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Rivers, Meghan N., and W. David Winner. "Adult-Learning Motivations, Hindrances, and Aspirational HRD Effectiveness Based on Cooperative Learning Models." In Business With a Conscience, 276–88. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003139461-23.

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Pleeging, Emma, and Martijn Burger. "Hope in Economics." In Historical and Multidisciplinary Perspectives on Hope, 165–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46489-9_9.

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Abstract As a topic of research in economics, hope has not been very prevalent. Following the neo-classical paradigm, economists have tended to focus on rationality, self-interest, and universals. A normative and subjective experience such as hope was not believed to fit well with this perspective. However, the development of several heterodox economic approaches over the past decades, such as behavioral economics, has led to renewed attention being given to emotion, subjectivity, and normativity. Economic research on concepts related to hope, such as anticipatory feelings, (consumer) confidence, expectations and aspirations has consequently increased. In general, these studies find that hopeful feelings have a strong motivating power for (economic) behavior. By and large, the effects of hope seem to be positive, ranging from longevity and health to innovation and well-being. Nonetheless, there have also been indications that prompt caution, for example when it comes to false hopes, disappointment, or possible manipulation of societal hope. The field of economics has gained much valuable insight from existing research but we argue that it could gain from further definitional clarity. We discuss the difference between hope and related concepts such as optimism, in particular when it comes to economic research, and suggest topics for future research that could benefit from a focus on hope.
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Steiner, Erich. "Familiale Ressourcen und elterliches Unterstützungshandeln." In Schulbezogene Motivierungspraktiken von Eltern, 119–69. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33062-0_4.

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ZusammenfassungDieses Kapitel widmet sich der Frage, wie familiale bzw. elterliche Ressourcen mit dem Unterstützungshandeln der Eltern sowie mit schulbezogenen Orientierungen und fachlichen Leistungen des Kindes zusammenhängen – jenen Größen, die sich beim Übertritt in die Sekundarstufe I im Sinne primärer Herkunftseffekte (vgl. Boudon, 1974) nebst den elterlichen Aspirationen als wichtigste Kriterien für die Entscheide der Akteure erwiesen haben (z. B. Ditton & Krüsken, 2006). Hierfür wird zuerst der kulturtheoretische Ansatz von Pierre Bourdieu (1984, 1996a) ins Zentrum gerückt, der u. a. postuliert, dass neben den ökonomischen auch die sozialen Handlungspotentiale der Familie, vor allem aber deren kulturelle Ressourcen – namentlich die bildungsbezogenen Praktiken – prädiktierten, wie erfolgreich sich das Kind in den Anforderungsstrukturen der Schule behaupten könne. Nach der Erörterung diesbezüglicher Befunde der empirischen Bildungsforschung und ausgehend vom Bourdieu’schen Konstrukt des Habitus richtet sich dann die Aufmerksamkeit auf die psychologischen Ressourcen der Eltern in Form bildungsbezogener Überzeugungen: Mit Hilfe des «Modells motivations- und leistungsbezogener Sozialisation im Elternhaus» von Eccles und Kolleg*innen (Simpkins et al., 2015a, S. 617; Wigfield, Eccles, et al., 2015, S. 22) wird der Einfluss solcher generalisierten Überzeugungen der Eltern im Zusammenspiel mit strukturellen Merkmalen der Familie auf das schulbezogene Motivierungshandeln herausgearbeitet. Das Kapitel schließt mit einer Übersicht über sozialstrukturelle Merkmale der Fallfamilien sowie über ausgewählte bildungsbezogene Überzeugungen der 20 beteiligten Elternteile.
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Goodpaster, Kenneth E. "The Common Good and the Anthropological Insight." In Times of Insight: Conscience, Corporations, and the Common Good, 39–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09712-6_4.

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AbstractIn this chapter, I take up the insufficiency of the stockholder-stakeholder debate characteristic of business ethics in its earlier years. I argue that this debate rarely goes deeply enough: to a more comprehensive picture of the human person, a more robust account of the good. This is not optional—if such a more robust account of the good is not made explicit in a normative view of ethics, it inevitably enters beneath the surface, without being made explicit. The sources for more comprehensive accounts of the human person lie in moral traditions that we have inherited, faith traditions, or more secular rational frameworks. This realization, that a satisfactory account of applied normative ethics calls for an anthropology—a substantive view of the good for the human person and the common good of the human community—I call the anthropological insight. Without this insight, appeals to the interests of shareholders or stakeholders have very little content. Before concluding, this chapter explores two important topics: (a) the nature of the common good, and (b) the relevance of “mediating institutions.” Under (a), I discuss the aspiration of “integral human development” emphasized in several faith-based traditions. It maintains that if we focus on the good of the whole person, body and soul, including the reaching out for relationships that whole persons need for their flourishing, the good of all (the common good) can be achieved. Under (b), I argue that the common good requires mediating institutions between the individual and society at large: the family, churches, schools, voluntary organizations, businesses, and local governments. These institutions foster and reinforce the social motivations that are essential to the pursuit of the common good. This chapter is an organic part of a larger work about the overall contribution of Kenneth Goodpaster to the field of applied ethics and is best read in the context of that larger work.
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Ren, Julie. "Envisioning Art Spaces." In Engaging Comparative Urbanism, 29–54. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529207057.003.0003.

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Beginning with ideas about how these art spaces envision themselves as social sculptures, this chapter explores the spectrum of motivations ranging from utopian or apathetic isolationism to locational immersions lionizing ideas of history, community and social responsibility. These artistic concepts help define the kind of art space that is being made. Understanding the various motivations behind these spaces help elucidate their ideological nature, and the conceptual downgrading of the significance of materiality and physical space. The conflation of art-making and space-making, the depreciation of materiality in favor of process, the aspirations for utopic islands, nostalgic romanticizations, and the contradictory tendencies towards indifference all mark some of the key motivations. The aim of this chapter is to understand the stated intentions behind these art spaces.
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Koops, Lisa Huisman. "Hopes and Dreams." In Parenting Musically, 139–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190873622.003.0006.

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This chapter presents portraits of the eight families’ hopes and dreams for their children. The general and musical hopes and dreams were often intertwined. The family profiles in this chapter show a wide range of aspirations as well as approaches to reaching those goals, but one unifying thread is the importance of parents, children, and teachers sharing awareness of the family motivations. This chapter argues that clarifying parents’ hopes and dreams for their children’s musicking is essential to finding the right balance of parenting musically and musical parenting; it is also valuable for school music teachers and private lesson teachers to take time to know families’ motivations for participation in music.
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Cooper, Andrew F. "6. BRICS as the recognition of states, not societies." In The BRICS: A Very Short Introduction, 82–102. Oxford University Press, 2016. http://dx.doi.org/10.1093/actrade/9780198723394.003.0006.

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The BRICS, at its core, is a state-centric project. The emphasis is on the assertion—and granting—of a heightened degree of recognition within the global system. The motivations combine the symbolic elements, such as the aspirations for an enhanced status, and the instrumental, with respect to gaining additional policy leverage in global affairs. ‘BRICS as the recognition of states, not societies’ explains how societal issues are now being discussed at BRICS summits, but despite the formation of think tanks and trade unions, clear tensions persist between official BRICS cooperation at the governmental level and non-state actors.
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Conference papers on the topic "Aspirations and motivations"

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Colthorpe, Kay, Harrison Gray, Hardy Ernst, and Louise Ainscough. "How authentic is it? Evaluating the products of an authentic assessment task." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9067.

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Authentic assessment tasks resemble activities that are practiced in the workforce. These tasks are valued because they represent what students wish to accomplish as professionals, positively influencing their aspirations and motivations by explicitly demonstrating relevance of assessment tasks. However, given the choice available to students in completing authentic tasks and novelty of outcomes, the products of such assessment may vary in authenticity. This study aimed to develop a method of evaluating authenticity in student assessment products. Second year occupational therapy students (n=59) completed a written factsheet assignment about a disease or condition. The students’ products were evaluated for authenticity using a novel rubric developed during the study. The results demonstrate that authenticity in the product of an authentic assessment task is measurable, but varies widely across a cohort, with most products demonstrating moderate to high authenticity. However, there was no correlation between authenticity and course grade. Neither was there a correlation between the grade for this authentic task and a verbal authentic task in another course. These findings suggest that students, at this stage of their education, may not yet have progressed from writing like a professional to acting like one.
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González-Amarante, MP, and SL Olivares-Olivares. "QUALITATIVE EXPLORATION OF SOCIAL FACTORS THAT UNDERLY MOTIVATIONS OF MEDICAL STUDENTS TO ASPIRE TO THE PROFESSION." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7148.

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Aspiring physicians’ motivational discourses have mostly delineated intrinsic versus extrinsic factors in the literature, lacking further comprehension of factors underpinning such decision. The purpose of this qualitative study is to deepen the understanding of factors and motivations that lead students to aspire to the medical profession. Semi-structured interviews were applied to 55 medical students from 3 Universities in Mexico, transcriptions were submitted to iterative rounds of coding for analysis using grounded theory. Predominant reasons to enter the profession were: I) Interest in the medical science, II) Aspiring to honorability and status, III) Having a physician family member, IV) Personal experience with illness and V) Desire to help (altruism). Beyond discourse, one striking finding was that most chose their career lacking conscious reasoning and autonomy either because a)ideation/decision was conceived during childhood, b) lacked clear motivation arguments and c)had significant external influence (particularly from parents) on their choice. Such findings helped develop a model that recognizes factors that underly the conscious motivations that students exhibit including: 1) Parental desire/pressure. 2) Proximity of family medical models and lack of exposure to other disciplines. 3) Idealization of the doctor figure during childhood. 4) Influence of television programs. 5) The notion that the career ensures future economic stability/prosperity. 6) Desire of social mobility. The prior socialization of students conditions an aspiration based on a perception of heightened professional status of the medical profession that may differ from the current context. The motivations have an extrinsic preponderance and do not reflect autonomy and adequate understanding of the implications of studying medicine and the future practice of the profession. This can generate problems about their own satisfaction and identity and with respect to the social impact in the exercise of their future role. Keywords: motivations, medical students, medical profession, medical education, socialization
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Shin, Youngjoon, Hae-Ae Seo, and Jun-Euy Hong. "DEVELOPMENT OF AN ASSESSMENT TOOL FOR POSITIVE EXPERIENCES ABOUT SCIENCE (PES)." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.211.

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This research aimed to develop an assessment tool for students’ Positive Experiences about Science (PES). A preliminary version of PSE was developed through literature review, consisting of academic emotion, self-concept, learning motivation, career aspiration, and attitude in science. A pilot test was conducted with 198 students and a main test was then conducted with 1,841 students. The PES test found to have good validity and reliability. There were significant (p<.05) differences by students’ grade, gender, and participation in science activities. Keywords: positive experiences about science (PES), science academic emotion, science-related self-concept, science-related motivation.
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Mehmeti, Albulena. "IMPACT OF MOTIVATION AND JOB SATISFACTION ON EMPLOYEE PERFORMANCE." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0036.

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The majority of organizations are competing to survive in volatile and fierce market environment, especially these days when the Covid 19 has collapsed most businesses. The essential tools for organizational success in the long run are motivation and job satisfaction on employee performance. There is a strong positive relationship between motivation, job satisfaction and organizational effectiveness. One of the main aspects of management is the measurement of employee satisfaction. The role of the manager is to continuously work towards aligning the aspirations of the employee with the goals of the organizations. The aim of this paper is to analyze the drivers of motivation and job satisfaction towards higher level of employee performance. The objective of the present paper is to focus on the relationship between motivation and job satisfaction and its overall impact on employee’s performance. The theoretical framework of this research includes the concepts of motivation, job satisfaction, and employee’s performance. The empirical component of this research and questionnaire were modeled accordingly. Furthermore, the questionnaire included parts where the questions regarding employee expectations, work environment and job organization were asked, while the analysis of the results of the survey was carried out with the SPSS statistical package. The study examines the value and impact of motivation and job satisfaction on employee performance. A sample of 460 employees from public and private sector was surveyed and empirical analysis showed that motivation and job satisfaction directly impact employee performance.
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Malach, Josef, Dana Vicherková, Martin Kolář, and Kateřina Malachová. "SECONDARY SCHOOL STUDENTS´ STUDY AMBITIONS AND PREREQUISITES FOR THE STUDY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end076.

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"The article reports on the results of empirical research, aiming to analyse the relationship between two constructs - aspiration to study and prerequisites for the study - both of which are subjectively assessed by secondary school students themselves. Aspiration to study (possibly also achievement-aspiration) expresses the expected level of performance or positions an individual wants to achieve. Prerequisites for the study then indicate whether an individual has the talent, previous education, will or sufficient motivation to achieve a particular goal or position. In the educational reality, it can be assumed that all four combinations of both constructs can occur, with the worst being the student's distrust of their prerequisites for the study combined with zero effort to be a good student. A questionnaire survey of a group of 907 secondary technical school students in one region of the Czech Republic provides data for categorising students into one of four combination groups and at the same time determining whether the number of students in categories varies with the year of study or field of study. It is not known whether research-based categorisation has previously been performed on these learning success constructs."
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Howard, Nicol. "Aspiration, Motivation, and Parent Conversations: Building Capacity Among High School Girls in STEM." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1891807.

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Howard, Nicol. "Aspiration, Motivation, and Parent Conversations: Building Capacity Among High School Girls in STEM." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891807.

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Hsieh, Ta-yang. "STEM Extracurricular Activities and Adolescents' STEM Performance, Motivational Beliefs, and Aspirations in High School." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682008.

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Chaffee, Kathryn. "How Parents' Stereotypical Beliefs Predict Students' Motivation and Career Aspirations in Mathematics and Language Arts (Poster 20)." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884004.

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Zheng, Jiali. "High School Students' Motivation Profiles in Mathematics and Science Courses: Stability and Relationship With Their Career Aspirations in STEM Fields." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893156.

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Reports on the topic "Aspirations and motivations"

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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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