Abstract
The article is focused on the importance of selected pedagogical factors, which influence the motivation of Czech vocational secondary school students to study accounting. It examines teacher's and student's motivation for various fields of study and levels of education. Determining the key factors influencing motivation is fundamental to gradually improving the learning process. For the purposes of the research, the criteria selected were teacher's communication and presentation skills, teacher's ability to explain the curriculum, teacher's ability to develop thinking in students and teacher expertise. Some 187 students participated in the research that involved completing a questionnaire survey. The data were analyzed using the Kruskal-Wallis test and the modified Tukey method for multiple comparisons at a significance level of 5%. The results are surprising. Pedagogical competencies do not influence student motivation to study accounting compared to other research studies. The different results can be primarily attributed to the structure of the research sample and to the more varied types of secondary vocational schools represented in the study. It will be necessary to carry out further research, expand the sample and examine other factors that may influence motivation, such as intellectual level, academic success, individual ambition, etc.
Highlights
Motivation comes from the Latin term pro moveo, which represents forward movement, and is the basic dynamic driving force of processes stemming from within a person
This study demonstrated that teachers at the business academies that were included in the study were able to motivate students in the subject of accounting, primarily by explaining the curriculum
Data analysis shows that at a 5% significance level we do not reject both null hypotheses H0-1 and H0-2. This means that teacher pedagogical skills do not have an impact on student motivation in accounting
Summary
Motivation comes from the Latin term pro moveo, which represents forward movement, and is the basic dynamic driving force of processes stemming from within a person. According to Ames [1], motivation is a mutually interacting relationship whereby motivated students need motivated teachers. Motivation should encourage beneficial activities and limit undesirable ones. Motivation is one of the most important aspects in education [3] and cultivating a positive relationship between teacher and student is essential for the development of motivation [4]. As Nugent [5] states, other classroom interaction can have a significant impact on motivation and that can go beyond the teacher’s influence on students. The teacher’s immediate behaviour and establishing an atmosphere of classroom democracy among students is considered to have a significant positive impact on the learning process in the classroom [6]
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