文章基本信息

标题：Key factors in work engagement and job motivation of teaching faculty at a university medical centre
本地全文：下载
作者：B. A. M. van den Berg ; Arnold B. Bakker ; Th. J. ten Cate 等
期刊名称：Perspectives on Medical Education
印刷版ISSN：2212-2761
电子版ISSN：2212-277X
出版年度：2013
卷号：2
期号：5-6
页码：264-275
DOI：10.1007/s40037-013-0080-1
出版社：Springer Verlag
摘要：This study reports about teacher motivation and work engagement in a Dutch University Medical Centre (UMC). We examined factors affecting the motivation for teaching in a UMC, the engagement of UMC Utrecht teaching faculty in their work, and their engagement in teaching compared with engagement in patient care and research. Based on a pilot study within various departments at the UMCU, a survey on teaching motivation and work engagement was developed and sent to over 600 UMCU teachers. About 50 % responded. Work engagement was measured by the Utrecht Work Engagement Scale, included in this survey. From a list of 22 pre-defined items, 5 were marked as most motivating: teaching about my own speciality, noticeable appreciation for teaching by my direct superior, teaching small groups, feedback on my teaching performance, and freedom to determine what I teach. Feedback on my teaching performance showed the strongest predictive value for teaching engagement. Engagement scores were relatively favourable, but engagement with patient care was higher than with research and teaching. Task combinations appear to decrease teaching engagement. Our results match with self-determination theory and the job demands–resources model, and challenge the policy to combine teaching with research and patient care.
关键词：Teaching motivation ;Teaching workload ;Roles of teacher ;Management and/or staff development ;Staff workload