Abstract
Motivation of human resource is important not only in working area but also for students who are preparing themselves for the future career. This paper therefore focused on students’ motivation and suggests the ways of developing the teaching methods in order to increase their motivation for improve their knowledge and skills. Methodological part of the paper presents the results of the questionnaire survey executed at the University of Žilina. The sample consists of 70 students of the first year of bachelor study program Management. The questionnaire is dedicated to: Factors which motivates the students to fulfil their tasks; the level of students’ skills development before and after the completion of subject; students’ awareness; and detection of weak moments during teaching which offer the opportunity for improvement. Based on survey, the paper reveals weaknesses in teaching and contains proposals and recommendations for streamlining the teaching to enhance students’ motivation and their interest in development of their skills and knowledge. In the application part of this paper, there are suggested methods which are based on theoretical knowledge, questionnaire survey, and own observation and experiences (for example: Increasing students’ awareness on their responsibilities, duties, conditions, evaluation criteria and education program).
Highlights
Teachers are the key parts of a university
In the part of survey, we focused on exploring the relation between importance of acquiring the presentation skills perceived by students and the level of the acquired skills
Based on previous theoretical results we can argue that highly-motivated university teacher who has high-quality skills, knowledge, substantial experience and diverse creativity, who is opened to new ideas and inspirations, and who has the ability and lust for further develop his or her knowledge and skills, is the ’basic building unit’ of high-quality university
Summary
Teachers are the key parts of a university. The attributes expected from a qualified teacher are various and include a suitable personality, good teaching skills, research competence, rich knowledge, good skills for classroom management and communication and professional dedication (Shu, 2005). Klingner and Vaughn (2002, p. 30) have concluded, the role of the inclusion teacher is complex and multifaceted and depends largely on the teachers’ interpersonal and communication skills. The attributes expected from a qualified teacher are various and include a suitable personality, good teaching skills, research competence, rich knowledge, good skills for classroom management and communication and professional dedication (Shu, 2005). Interpersonal and communication skills are essential for building good workplace relationships, friendly atmosphere of trust and openness and for good relationships with students, what is the basis of stimulating motivation of students and teachers themselves. Motivation has been widely accepted by teachers and researchers as one of the key factors that can influence the rate and success of learning. The teacher is rather facilitator than director and helps students in any way that motivates them to learn. All learners are likely to be influenced by their personal feelings about their teachers, and their perceptions of their teachers and of the interactions that occur between them and their teachers will undoubtedly affect their motivation to learn (Williams & Burden, 1997)
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