Effects of Teachers’ Motivation on Students’ Learning English in Public Elementary Schools of Pakistan

Syed Hyder Raza Shah ,Sehar Naveed

doi:10.7176/jep/11-4-05

Abstract

The research investigated the effects of teachers’ motivation on students’ learning English in public elementary schools of Nawabshah, Pakistan. It focused at examining intrinsic and extrinsic motivation of teachers while teaching English language. This research paper took Dornyei’s (1994) model in which only Teacher-Specific Motivational component was adopted. The research employed quantitative research method in which questionnaire was distributed among the participants. Data was collected from Pakistani public elementary schools in which randomly 50 male and 50 female teachers participated. The research also collected the data from 230 elementary students. The collected data was analyzed by statistical Package for social sciences (SPSS) software version 20 th . To accomplish the aim of the study three research objectives and research questions were prepared. A descriptive statistics was performed for question 1 and 3 and independent T-test was done for question 2. The findings indicated that teachers are more extrinsically motivated in public elementary schools. Their extrinsic motivation effects their students’ mot`ivation too. A comparison of male and female teachers was done via constructing a hypothesis i.e. there is no significant difference between male and female teachers’ motivation for teaching English in public elementary schools. The findings rejected the null hypothesis and the independent t-test revealed that there is significance difference between the group and female teachers are more motivated (80.2916) to teach English than male teachers (70.8788). Students believe that teachers brighten their future and help them to be confident at speaking English. The results also indicated that teachers’ intrinsic motivation plays more positive role for motivating students to learn English. The study suggested that it is essential to shift teachers’ extrinsic motivation into intrinsic motivation for teaching English language. Keywords: Intrinsic and Extrinsic Teachers’ Motivation, English Language Teaching, Students’ Motivation DOI: 10.7176/JEP/11-4-05 Publication date: February 29 th 2020

Highlights

Motivation is the most significant and contributing factor for learning and teaching English as a second language (Campbell & Storch, 2011)
According to Dornyei (2007), Quantitative study involves the collection of data processes that results in numerical form which is analyzed by statistical software such as statistical package for social sciences (SPSS)
The population selected for this study was 230 elementary public school students in order to know the effects of teachers motivation on their learning English and 50 elementary public school teachers to know if there is any difference between male and female teachers motivation while teaching English and to know the motivating factors of teachers while teaching English in elementary public schools in Nawabshah

Summary

Introduction

Motivation is the most significant and contributing factor for learning and teaching English as a second language (Campbell & Storch, 2011). English is the most emphasized language in Pakistan and still students face hurdles and difficulties in learning English which de-motivate them. Teachers play fundamental role in motivating students to learn English language. Teachers’ motivation for teaching English creates an environment of cooperation and support to help students in learning English. This study takes intrinsic and extrinsic motivation of teachers. Teachers are considered as an intrinsically motivated when they perform beyond their job descriptions and teach with self-pleasure. Extrinsic motivation for teaching is observed when teachers teach students in order to accomplish assigned task, getting promotion and handsome salary etc

Objectives

Methods

Findings

Conclusion