World-class research. Ultimate impact.
More on impact ›

Systematic Review ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Educ. | doi: 10.3389/feduc.2019.00122

Motivational Aspects of Teacher Collaboration: A systematic review

  • 1Department of Education and Psychology, Free University Berlin, Germany

The mutual dependency of teacher collaboration and motivation has emerged as a promising research field. This article now sets out to systematically review peer-reviewed articles on the interconnection of these concepts. It looks at main findings, identifies ambiguities and contradictions in the constructs and highlights their contested nature. It is shown that many studies use different theoretical approaches and conceptual operationalizations. This leads to inconsistent empirical findings. In addition, teacher collaboration is often perceived as a threat to teacher autonomy. This is surprising considering that both teacher collaboration and teacher autonomy positively affect teacher motivation according to many empirical findings.

Keywords: teacher motivation, Teacher collaboration, autonomy, self-determination theory, teacher development

Received: 17 Jul 2019; Accepted: 10 Oct 2019.

Copyright: © 2019 Kolleck. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Prof. Nina Kolleck, Department of Education and Psychology, Free University Berlin, Berlin, 14195 Berlin, Berlin, Germany, n.kolleck@fu-berlin.de