Abstract
The aims of the study is to determine the relationship between teachers’ motivational strategies, self-efficacy, general beliefs and students’ academic achievements. The study sample comprised of 135 teachers from eight secondary public schools in Oman. Drawing on the findings from a correlational survey design study, the paper identified that there were high level of teachers’ motivational strategies, high level of teachers’ self-efficacy, high level of teachers’ general beliefs and moderate level of students’ academic achievements. In addition, there is a positive significant relationship between teachers’ self-efficacy and students’ academic achievements and a positive significant relationship between teachers’ general beliefs and students’ academic achievements. However, there was no significant relationship between teachers' transient beliefs and students’ academic achievements. When teachers adopt the view of students’ motivation as stable and malleable, and adopt a helplessness response, it negatively predicts a supportive environment and better academic achievements. This is undoubtedly the most difficult attitude of the teachers to change, but it holds perhaps the most potential for dramatic improvement in students’ motivation. The findings of this study may serve as a platform for school authorities, administrators and policymakers to develop teachers’ motivational strategies that can be practised in Oman public schools.
Highlights
Motivation is an important and critical determining factor in the success of the students
The aim of study focused on the Welayat Sumail teachers who teach core subjects in eight schools, 132 teachers, 2538 students were presented in grade 11th -12th and used their indicators for academic achievements, with 1325 male and 1213 female students (ES, 2016)
Beside the technique of descriptive statistical analysis used to determine the level of teacher motivational strategies, self efficacy, general beliefs and students’ academic achievements levels
Summary
Motivation is an important and critical determining factor in the success of the students. Many earlier studies have shown that a gradual decrease in global students’ motivation during the passing academic years of their studies (Otis, Grouzet & Pelletier, 2005). Students feel bored in classroom because they feel like “they” don’t belong to and disconnected.”. They lack of motivation and adequate knowledge in academic background and International Journal of Academic Research in Progressive Education and Development seem to be lagged behind. Earlier motivation studies have shown that motivation of the students can predict their outcomes, for instances self-efficacy and academic achievement (Deci & Ryan, 2002; Brook, Lee, Finch & Brown, 2012)
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