Delivering education to the poor: investigating the role of self-motivation in Brazil
By: Andrews, Christina W.
Contributor(s): Almeida, Wilson M | Rezende, Simone.
Material type:
ArticlePublisher: 2017Description: p.524-540.Subject(s): Self determination | Motivation | Civil service | Poverty | Local government | Educational policy
In:
International Review of Administrative SciencesSummary: In this multiple-case study, which involved seven municipalities in Brazil, we argue that good education is a by-product from educators' commitment, which in turn is explained through self-determination theory. The research findings suggest that the support provided by local officials to teachers, their social status in small municipalities, and the lack of externally imposed educational targets all contributed to the fulfilment of educators' needs for autonomy, competence and relatedness, thereby enabling the emergence of self-motivation, and, as a consequence, of commitment. It is also argued that these practices enhanced educators' engagement in prosocial behaviour, which explains why they went a step further to help their poorest students. The authors suggest that the insights provided by self-determination theory can offer an alternative view to the carrot-and-stick approach in educational policies. The article closes with suggestions for further research on the role of motivation and prosocial behaviour on public service effectiveness. - Reproduced.
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Indian Institute of Public Administration | Volume no: 83, Issue no: 3 | Available | AR116630 |
In this multiple-case study, which involved seven municipalities in Brazil, we argue that good education is a by-product from educators' commitment, which in turn is explained through self-determination theory. The research findings suggest that the support provided by local officials to teachers, their social status in small municipalities, and the lack of externally imposed educational targets all contributed to the fulfilment of educators' needs for autonomy, competence and relatedness, thereby enabling the emergence of self-motivation, and, as a consequence, of commitment. It is also argued that these practices enhanced educators' engagement in prosocial behaviour, which explains why they went a step further to help their poorest students. The authors suggest that the insights provided by self-determination theory can offer an alternative view to the carrot-and-stick approach in educational policies. The article closes with suggestions for further research on the role of motivation and prosocial behaviour on public service effectiveness. - Reproduced.
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