Learning orientation, motivation and self-efficacy as triggers for teachers to engage in a new teaching setting
Learning orientation, motivation and self-efficacy as triggers for teachers to engage in a new teaching setting

Summary/Abstract: The research question asked if is there a difference regarding learning orientation of the teachers, their motifs and their self-efficacy level between teachers that engage in a new teaching setting and those who don’t. 168 Romanian teachers were questioned using: Learning orientation, Selfefficacy, work motifs and personal motivation to engage in a new project. The results show, that leaning approach differs between teacher who choose to be part in a program that require to change from classic teaching methods to more dynamic, student centred methods. Motivation and self-efficacy did not differentiate between teachers.

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