Table 1 Scales - internal reliability and items
α, α from literature | Scale name | Scale items |
|---|---|---|
.80, .84 [31] | Identification with teaching (ID) | Success in teaching is very valuable to me |
It matters to me how well I do with my teaching | ||
Being good at teaching is an important part of who I am | ||
Doing well as a teacher is very important to me | ||
.86, .82 [33] | Intrinsic motivation (IM) | I enjoy teaching most of the time |
I look forward to my next teaching most of the time | ||
During teaching, I am completely in my element | ||
Teaching enriches my job | ||
.80, .65 [33] | Identified regulated motivation (IR) “I teach because…” | I find the contents of my lesson important |
I am convinced that it is a healthcare professional’s duty to pass on his/her knowledge | ||
it’s important for me to make my contribution to students becoming good healthcare professionals in the future | ||
0.78 | Perceived connectedness with department (CO) | Department members frequently share teaching methods they have found successful |
I feel connected to my department colleagues | ||
I have specific department colleagues whom I would look to for help if I wanted to improve my teaching methods | ||
0.76 | Motivated by appreciation (AP) “I would be motivated to try a new teaching method…” | if I was financially rewarded for attending course and workshops on enhancing my teaching |
if I received feedback from other teachers or my supervisor on my teaching | ||
if it improved my ratings on student evaluations | ||
if I was shown appreciation for enhancing my teaching methods |