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 |