What fuels the fire: Job- or task-specific motivation (or both)? on the hierarchical and multidimensional nature of teacher motivation in relation to job burnout
Bibliographic record
Abstract
Drawing on a hierarchical (job and task level) and multidimensional conceptualisation of work motivation (intrinsic, identified, introjected, and external regulations), this study examines relationships between motivational regulations and burnout. Participants were 806 French-Canadian teachers working in public elementary and high schools. Results reveal different associations between burnout and the regulations that drive teachers to engage in their overall job or in specific tasks: autonomous regulations (intrinsic and identified) are negatively associated with burnout but more negatively at the job than task level, whereas controlled regulations (introjected and external) are positively associated with burnout but more positively at the task than job level. This study provides valuable insights into how teachers' motivations towards both the job and tasks can foster or prevent burnout symptoms. Implications for theory and research on burnout and work motivation are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".