The journal 'Új Pedagógiai Szemle' belongs to University of Miskolc Professional contributor: Hungarian Pedagogical Association ISSN 1215-1807 (Printed) ISSN 1788-2400 (Online) INDEX 25701br>DOI-prefix: 10.71157
Teachers and educators have a significant impact on students' motivation, performance and learning effectiveness (Bernaus & Gardner, 2008; Han & Yin, 2016; Bardach & Klassen, 2021), and therefore the career of teachers is an area of research of interest for the effectiveness of the whole institutional system. However, the impact of settlement type as an exogenous factor (Bronfrennbrenner, 1994) on teacher motivation is not a sufficiently articulated topic in the available academic literature. We hypothesise that there are differences in the overall motivation levels of teachers working in different settlement types and that different motivational factors are characteristics of different settlement types. To test this hypothesis, we conducted semi-structured life course interviews with 24 teachers across the country about their motivations, experiences and perceptions, including the municipality as a site of interaction in relation to their identity as teachers. The interview transcripts were analysed using the qualitative content analysis technique of Grounded Theory (Glaser & Strauss, 2017). Through a diadic interaction with the literature, we reformulated our coding system by adopting Watt and Richardson's (2012) FIT-Choice (Factors Influencing Teaching Choice) scale as a benchmark, so that our research could fit well within the curricular literature canon. The results indicate that the type of locality has a significant impact on the motivational patterns of the teachers we interviewed.
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