000			01743pab a2200241 454500
008			180718b2017 xxu||||| |||| 00| 0 eng d
100			_aAndrews, Christina W.
245			_aDelivering education to the poor: investigating the role of self-motivation in Brazil
260			_c2017
300			_ap.524-540.
362			_aSep
520			_aIn 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.
650			_aSelf determination
650			_aMotivation
650			_aCivil service
650			_aPoverty
650			_aLocal government
650			_aEducational policy
700			_aAlmeida, Wilson M.
700			_aRezende, Simone
773			_aInternational Review of Administrative Sciences
909			_a116170
999			_c116164 _d116164