Classroom environments and student empowerment: An analysis of elementary and secondary teacher beliefs

Abstract

This project explored a classroom model of motivation in which the source of student motivation is based on internal mechanisms or structures and classroom student/instructor interactions. It also extended earlier research in which beliefs of veteran, entry level, and preservice teachers have been explored. For this project, 117 elementary teachers (Grades K–5) with at least 3 years of experience and 126 secondary teachers (Grades 6–12) with similar teaching experiences completed a 40-item Likert-type questionnaire that focused on the four classroom dimensions of Affirmation, Rejection, Student Empowerment, and Teacher Control. The results suggested that elementary teachers and secondary teachers varied in their reported desire for teacher empowerment versus student empowerment in the classroom, and for providing a positive classroom environment as opposed to one that encourages a classroom atmosphere of rejection. Implications for future research and the need for creating affirming, empowering, motivational classroom environments are discussed.