Teaching Well and Liking It: Motivating Faculty to Teach Effectively

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Any attempt to explain why someone is a good teacher--or is strongly motivated to teach effectively--involves a complex discussion of one of the oldest questions in human history: Why do people do what they do? In Teaching Well and Liking It, a distinguished group of internationally known scholars offers a sophisticated and stimulating look at the issues involved in motivating teachers to teach well in the challenging environment of the modern university.

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Overview

Any attempt to explain why someone is a good teacher--or is strongly motivated to teach effectively--involves a complex discussion of one of the oldest questions in human history: Why do people do what they do? In Teaching Well and Liking It, a distinguished group of internationally known scholars offers a sophisticated and stimulating look at the issues involved in motivating teachers to teach well in the challenging environment of the modern university.

With college and university administrators worried about how to encourage faculty to devote energy to teaching, and students and their parents concerned that faculty are not dedicated to their teaching responsibilities, and faculty themselves feeling guilty and disappointed at their own failure to find satisfaction in teaching, the time is right for a book that explores the factors that inspire, nurture, and reward good teaching. Motivation, as volume editor James L. Bess points out, is a key factor when it comes to commitment, preparation, sustained effort, and performance in any work.

In fact, the effectiveness of any system of higher education is highly contingent on the quality of the teaching enterprise. What is learned, how much is learned, and progress in the psychosocial maturation of the student learner depend on the willingness of college and university faculty to devote long hours to all aspects of teaching. This collection of essays examines personal motivation to teach--both internal and external--as well as organizational conditions such as job characteristics, leadership, and student diversity, and system-wide conditions such as career phases, public policy, politics, and the vagaries of theacademic marketplace. It addresses the issues both theoretically and practically, drawing on the academic and hands-on experience of authors from many fields, including psychology, higher education, business, public policy, and sociology.

Contributors: Max Bazerman, James L. Bess, Janice M. Beyer, Robert T. Blackburn, Mihaly Csikszentmihalyi, Soosan Daghighi, Edward L. Deci, Diane M. Dunlap, Martin Finkelstein, Dorothy E. Finnegan, Judith S. Glazer, Douglas T. Hall, J. G. Hunt, Tim Kasser, Gary P. Latham, Edwin A. Locke, Wilbert J. McKeachie, Robert J. Menges, Richard T. Mowday, Sang H. Nam, Walter R. Nord, Violina P. Rindova, Arja Ropo, Richard M. Ryan, Jack H. Schuster, Daryl G. Smith, Joseph Stetar, Stephen A. Stumpf, Cynthia Symons, Martin Trow, Charles J. Walker

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Editorial Reviews

Booknews
A collection of 21 essays addressing the theoretical and practical issues affecting teacher motivation. The contributors cite personal experiences from the fields of psychology, education, sociology, and public policy as each considers the internal and external factors that create effective teaching, organizational conditions such as job characteristics, leadership, and student diversity, and system-wide conditions such as career phases, public policy, politics, and the vagaries of the academic marketplace. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780801853647
  • Publisher: Johns Hopkins University Press
  • Publication date: 1/28/1996
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 448
  • Product dimensions: 6.28 (w) x 9.23 (h) x 1.26 (d)

Meet the Author

James L. Bess is professor of education at New York University. His many books include Creative R& amp;D Leadership: Insights from Japan, Collegiality and Bureaucracy in the Modern University, and University Organization: A Matrix Analysis of the Academic Professions.

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Table of Contents

Introduction
1 The Meaning of Human Motivation 3
2 Wanting to Be a Good Teacher: What Have We Learned to Date? 19
3 Beyond Male Theory: A Feminist Perspective on Teaching Motivation 37
4 Self-Determined Teaching: Opportunities and Obstacles 57
5 Intrinsic Motivation and Effective Teaching: A Flow Analysis 72
6 Behavior Modification in a Loosely Coupled System of Higher Education 93
7 Expectancy Theory Approaches to Faculty Motivation 110
8 Implications of Goal-Setting Theory for Faculty Motivation 125
9 Organizational Cultures and Faculty Motivation 145
10 Organization Design and Job Characteristics 173
11 Technology and Teaching Motivation 196
12 Leadership and Faculty Motivation 219
13 Student Diversity: Challenge and Potential for Faculty Motivation 248
14 Assessment and Evaluation Techniques 268
15 The Influence of Faculty Backgrounds on the Motivation to Teach 287
16 Career Phases and Their Effect on Faculty Motivation 314
17 The Academic Marketplace and the Motivation to Teach 337
18 Public Policy and Faculty Motivation 362
19 The Politics of Motivation: A Comparative Perspective 382
20 Fostering Faculty Motivation to Teach: Approaches to Faculty Development 407
21 The Motivation to Teach: Perennial Conundrums 424
Contributors 441
Name Index 445
Subject Index 452
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