Does Induction Programme Support Novice Teachers’ Intrinsic Motivation to Work?

AbstractNewly qualified teachers frequently experience difficulties starting their careers at school and in many cases, leave the profession during their first five years. A support programme for novice teachers, ‘The Induction Programme’, has been running now for nine years in Estonia. However we do not know how the programme has influenced several important features, such as novice teachers’ intrinsic motivation for their work, which can have an impact on whether or not they stay in the profession. Teachers’ motivation is of fundamental importance as it not only predicts their own well-being and job satisfaction but also students’ outcomes and engagement. The main aim of this research was to evaluate the possible impact of the induction programme on novice teachers’ intrinsic motivation. The present study analysed novice teachers’ level of motivation in six sub-categories such as enjoyment, perceived competence, perceived choice, pressure, effort and relatedness with colleagues. The sample was formed of two independent teacher groups (N=114). The first group participated in an induction programme in 2010/2011 and the second one in 2011/2012. The Intrinsic Motivation Inventory (Ryan, 1982; Deci, Eghrari, Patrick, & Leone, 1994) was used at the beginning of both school years. The results indicated a rather high level of intrinsic motivation and a rather low level of the negative factor, such as pressure and tension. Significant differences also exist between class teachers and teachers of social sciences and languages, and between teachers of sciences and teachers of several subjects. Relatedness with colleagues were considered very important and the score grew along the year as well. These findings tell us that novice teachers come to school with positive attitudes which remain the same or even improve by the end of the first year. The induction programme may have contributed to such positive outcomes