Motivating teachers to improve learning for culturally diverse students in New Zealand: promoting Māori and Pacific Islands student achievement

Abstract

This study, concerning teacher motivation, developed from an initial evaluation of a school–university professional development programme, designed to improve classroom practice and achievement for culturally diverse students. The evaluation answered a broad range of questions. A key theme to emerge related to factors that influenced teacher engagement. Subsequently, this follow‐up study sought to investigate participants' perceptions of those key motivational factors that initiated and sustained engagement. Findings indicated that a range of extrinsic and intrinsic motivational interactive elements influenced teachers' participation. Intrinsic motivators included the benefits of theory–practice links, opportunities to improve student outcomes, a collaborative partnership approach and personal factors such as teachers' commitment to social justice. Other inducements were more extrinsically centred, such as the achievement of qualifications and fee payment. Study findings emphasise the need for school–university partnership programmes to consider the complex dynamic and interactive quality of motivational factors and for the need to recognise the importance of both extrinsic and intrinsic elements.