Delivering education to the poor: investigating the role of self-motivation in Brazil (notice n° 220992)
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| fixed length control field | 02526cam a2200181 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112060019.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Andrews, Christina W. |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Delivering education to the poor: investigating the role of self-motivation in Brazil |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2017.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 71 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | In this multiple-case study, which involved seven municipalities in Brazil, we argue that good education is a by-product from educators’ commitment, which in turn is explained through self-determination theory. The research findings suggest that the support provided by local officials to teachers, their social status in small municipalities, and the lack of externally imposed educational targets all contributed to the fulfilment of educators’ needs for autonomy, competence and relatedness, thereby enabling the emergence of self-motivation, and, as a consequence, of commitment. It is also argued that these practices enhanced educators’ engagement in prosocial behaviour, which explains why they went a step further to help their poorest students. The authors suggest that the insights provided by self-determination theory can offer an alternative view to the carrot-and-stick approach in educational policies. The article closes with suggestions for further research on the role of motivation and prosocial behaviour on public service effectiveness.Points for practitionersAdministrative practices associated with social policies have often avoided clarifying their theoretical assumptions, failing to state the implications that these may have on human motivation. By examining the case of education in poor municipalities, the study shows not only that commitment is a key factor for achieving policy goals but also that self-determination theory provides the theoretical explanations for this commitment. The knowledge of theoretical principles related to self-motivation can assist practitioners in social policy design, where the long-term goals are more relevant than short-term targets. Policy-makers can find creative alternatives to deal with specific contexts when instructed by overarching theories on motivation such as self-determination theory. |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Rezende, Simone |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | M. Almeida, Wilson |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | International Review of Administrative Sciences | 83 | 3 | 2017-09-12 | p. 537-554 | 0303-965X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-international-review-of-administrative-sciences-2017-3-page-537?lang=en">https://shs.cairn.info/journal-international-review-of-administrative-sciences-2017-3-page-537?lang=en</a> |
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