Teaching Motivation Research Articles

Internalization of Learning Motivation in Literary Text-Based Qiraah Learning

Learning motivation has become a serious problem in various educational institutions because it has implications for students’ interest and focuses on learning, the higher the motivation to learn, the higher the interest and focus of student learning. This research aims to instill students’ learning motivation through learning maharah qiraah (reading skills) using the teaching material of the story of Al-Hub Al-Maktum written by Prof. Drs. Muhaiban. This research uses a descriptive qualitative method to examine the data through data analysis of observations, interviews, and document studies with research samples from MA Al-Irsyad Tengaran 7 students in Batu City. The data field shows that students are less motivated by the learning materials that have been applied, which was implicated in the decreased interest and focus of students learning during teaching and learning activities. The results of the research show that there is an increase in students learning motivation in teaching and learning activities maharah qiraah using the teaching material of the story of Al-Hub Al-Maktum. These can be seen from the enthusiasm of students for participating in learning and the value calculations of before and after learning are increased by 9.96. The learning motivation that increases in students has able to influence student’s interest and focus on learning during teaching and learning activities.

Acehnese EFL Students and Teacher’s Motivational Teaching Strategy in the Classroom

This qualitative case study aims to find out the nature of students and teacher’s motivational teaching strategy developed by Dornyei (2001) in teaching English in the classroom. The subject of this research was 1 English teacher in SMP Darul Qur’an Aceh Besar. The data were collected from observation checklist and its note. The findings of this research showed from the 35 motivational teaching strategies developed by Dornyei (2001), there are a total twenty-two motivational strategies applied by teacher during the observation. In the first stage, namely creating the basic motivational condition, there are seven strategies applied, in the second strategies, namely generating initial motivation, there are five strategies, in the third stage, namely maintaining and protecting motivation there are nine strategies, and the last stage, namely the encouraging positive retrospective self-evaluation, there are one strategy applied by teacher. The result displayed those motivational strategies received assorted reactions from students, positive and negative. Thus, these findings can be a reflection for increasing quality, fixing and developing English teaching strategy based on students’ need so that it can help teacher in boosting students’ motivation.

예비유아교사의 창의적 인성이 감성지능에 미치는 영향에서 교직적성의 매개효과

Objectives The purpose of the study was to examine the relationship among the creative personality, emotional intelligence, the teaching motivation, and the teacher efficacy of pre-service early childhood teachers. Methods To this end, a survey was conducted on 147 pre-service early childhood teachers in the J area. Pearson correlation analysis, multiple regression analysis and Sobel test were performed using the SPSS 24.0 program. Results The research results are as follows. First, as a result of examining the relationships among pre-service early childhood teachers creative personality, teaching motivation, and emotional intelligence, the significant positive correlations were found between each variable. Second, as a result of examining the teaching motivation of job satisfaction on the relationship between creative personality and emotional intelligence of pre-service early childhood teachers, it was found that job satisfaction plays a partial mediating role. Conclusions In this study, the meaningful relationship among creative personality, teaching motivation, and emotional intelligence of pre-service early childhood teachers was revealed, and it was confirmed that teaching motivation had a mediating effect on the relationship between creative personality and emotional intelligence. Based on the research results, the understanding of teaching motivation as a mediating factor linking pre-service early childhood teachers' creative personality and emotional intelligence was expanded, and the ways to improve creative personality and emotional intelligence of pre-service early childhood teachers were discussed.

Qualitative study of the learning and studying process of resident physicians in China

BackgroundClinical medical education is essential in physician training. This study developed recommendations for medical residency course design on the basis of the perspectives of learners in China and how they interact with their environment. The central research topic was the professional development and learning process of residents, including the obstacles that hinder and factors that promote their learning, their views on existing teaching methods, interaction between teachers and medical teams, and suggestions for designing future residency training programs.MethodsThis study had a qualitative research design. Interviews were conducted between July and October 2019 with 17 specialist residents and 12 assistant general practitioner residents from the department of education of the hospital. The participants were recruited from Qingyuan People’s Hospital in Guangdong Province, China. The interview outlines focused on the following four themes: clinical learning experiences and reflections on learning, experience of interaction with patients, experience of working with other medical personnel, and future learning directions.ResultsTo overcome challenges in clinical learning, the residents mainly learned from their teachers and focused specifically on their own experiences. Regarding teaching methods and designs in clinical medicine, the residents preferred large-group, small-group, and bedside teaching and reported that bedside teaching enables the resolution of clinical problems, initiates self-learning, and improves diagnostic thinking. They disliked teachers with low teaching motivation or who were reluctant to interact with them and favored teachers who had strong teaching skills and respect for their students.ConclusionsThe residents suggested that clinical and active learning must be the main learning method for developing general medical competencies. Residency training must be conducted in an environment that facilitates residents’ learning and meaningful learning activities. The interdependent symbiotic relationships in the education ecosystem can serve as a reference for designing residency courses.

Yabancı Dil Olarak Türkçe Temel Dil Becerilerinin Öğretiminde Öğrenci Motivasyonun Sağlanmasında Kullanılan Yöntemler

In this study, the methods used to provide student motivation in the development of four basic language skills in teaching Turkish as a foreign language were examined. In the research, a short scientific explanation about motivation was given and it was associated with the subject. The importance of using various motivational methods in Turkish education for foreign students and its effect on the teaching process are highlighted. In the study, different sources and data related to the subject were used. The purpose and methods of using motivation were questioned from the perspective of students and teachers. In the study, different ideas about the differences between intrinsic and extrinsic motivation and which one is more efficient in the educational process were carried out. Case study, one of the qualitative patterns, was used in the research. Data were collected through document review and evaluated with content analysis. According to the findings, if internal and external motivation is used correctly and appropriately, it is understood that what is taught is used more quickly and for a long time by students. According to the results of the research, the contribution of motivation to foreign language education, the use of different types of motivation in second language teaching and which one is more efficient are scientifically explained. In addition, the importance of using different motivation methods in foreign language lessons and making new knowledge permanent thanks to it was emphasized. Keywords: Foreign language, Turkish teaching, student motivation, methods

The Importance of an Autonomy-Supportive Workplace and Engaged Students for Language Teachers’ Self-Determination and Engagement

Teachers often face pressures both from above and from below as they adhere to their supervisors’ requirements and work with students who may be disengaged from the learning process. These interpersonal influences are argued to thwart instructors’ teaching motivation and result in a more controlled teaching experience and a more controlling teaching style, whereas supportive supervisors and engaged learners could promote a self-determined motivational orientation and greater teaching engagement. Regression analyses of survey responses collected from 63 English language instructors in Canada showed that supportive supervisors helped satisfy English language teachers’ psychological needs for autonomy, competence, and relatedness, which in turn promoted self-determined motivation and teaching engagement. Student disengagement undermined the satisfaction of instructors’ needs and led to more controlled teaching motivation, but student engagement enhanced teachers’ self-determined motivation and/or teaching engagement. These results underscore the importance of supervisory attentiveness to instructors’ psychological needs. As well, they suggest that whereas teachers might be inspired by engaged students, they might also need to find strategies to cope with the potentially negative impact of disaffected students on their own teaching motivation and engagement.

Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study

IntroductionPeer-assisted learning programs have been focused on providing students with competencies to deliver lectures and facilitate workshops, whereas involvement of students as co-developers of educational programmes has been relatively under-described in the literature. Likewise, the use of students as facilitators in simulation-based training and debriefing is also scarce.In this paper, we describe how medical students were co-developers of a novel course on patient safety and how they were trained as student facilitators to conduct simulation-based training and debriefing, as well as workshops.MethodsMedical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course.ResultsA total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills.ConclusionThis study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.

Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.

Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (N = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts.

PEDAGOGICAL CONDITIONS OF CREATIVE FORMATION PERSONALITIES OF THE FUTURE TEACHER

The article deals with higher educational process of teaching with due regard for objective and subjective conditions of future teachers training Special attention is given to intensification of motivation in teaching, emotional value of the future profession, substantial and technological renovation in teaching.

Research on language learning motivation in school settings in System

This review of System's scholarship on school-based language learning motivation focuses on 12 papers on learners and teachers in secondary school settings. Of 190 studies on motivation published in the Journal from 1990 to 2021, 24 have had a focus on secondary school contexts. The 12 focus studies are drawn from these. The review highlights theoretical and methodological shifts that have characterized the field of language learning motivation and considers the extent to which these are manifested in the Journal's scholarship, specifically pointing to a growing concern for approaches that account for the complex, dynamic, and situated nature of motivation. Studies on language learning motivation in school settings have addressed a range of aspects including motivational change, the interplay between instructional approaches and motivation, the role of sociocultural context in shaping and directing learner motivation, teacher cognition on motivation, and teachers' motivation for language teaching. While acknowledging the extensive body of literature on language learning motivation among adult learners, the review concludes with suggestions for ways in which the still rather limited knowledge about school-based motivation could be extended and enriched.

Professional development partnership between urban middle school science teachers and informal science institutions

ABSTRACT Background This study explored science teachers’ participation in a professional development partnership with informal science institutions (ISIs) designed for urban middle school science teachers, known as the Urban Advantage Science Initiative. The teacher training involved a whole school focused approach, providing teaching strategies, collaborative situated experiences, and specific classroom resources for implementing and guiding science explorations both at ISIs and in the formal classroom. The conceptual framework for the study incorporated a situated perspective model with situated, social, and distributed cognition. Purpose This long-term situated learning model engaged teachers in over 100 hours of training over five years, with an option to continue in select educational activities in subsequent years. Training was held at eight ISIs in New York City. The purpose of the study was to analyze impacts on teachers’ pedagogical philosophies and practices. Sample The ways teachers translated program principles into their practice was investigated through interviews with nine teachers and three administrators (N = 12) to provide broadened perspectives. The teacher sample was drawn from a larger group of 253 teachers with at least four years of experience in the program. Design/Methods The data of this phenomenological qualitative study were examined and integrated with the a priori conceptual framework to create an emergent explanatory framework for changing pedagogical practice and teacher motivation through a schoolwide professional development partnership with ISIs. This framework included two major components: 1) improved teacher motivation, and 2) pedagogical change. Results Teacher motivation was heightened because of their situated learning experiences at ISIs, the positive changes in their science pedagogy, and their involvement in a professional community of like-minded science educators. Conclusion As a result of this whole-school focused program that included specific roles for teachers and administrators, the long term, sustained ISI-based professional development model improved teachers’ and administrators’ perceptions of science teaching practices.

Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

This study examined the relationships between teacher motivation (TM) and perceived burnout of English-as-a-foreign-language (EFL) teachers in Chile. A particular focus was given to demotivators and their impact on TM and burnout. The impact of COVID-19 was considered. Given that EFL teachers tend to be second language (L2) learners of English themselves, the study also investigated how TM and L2 motivation interact with each other. The participants were 154 school-level teachers with a range of backgrounds (teaching experience, geographic areas, and school sectors). In the questionnaire, four scales were included: (a) autonomous motivation for teaching; (b) demotivators; (c) perceived burnout; and (d) L2 motivation. Fifteen teachers were interviewed in order to triangulate the survey results. Structural equation modeling showed that TM negatively predicted perceived burnout, suggesting that it can counter teachers’ emotional exhaustion and their perceived lack of personal accomplishment. Demotivators predicted TM positively, albeit weakly. L2 motivation was found to be only weakly related to TM. Qualitative findings indicated that teaching experience mediated the role that demotivators played in relation to TM. Experienced teachers, especially those who held intrinsic motivation to teach, channeled the impact of demotivators, including those relating to the pandemic, to a positive motivational force to teach. The study implies the importance of considering teachers as agents and devising an educational system in which their mental health is prioritized.

LECTURERS’ PERCEPTIONS OF STUDENT ENGAGEMENT AND THEIR ROLE IN SUPPORTING IT

<p>A positive relationship between emotional engagement and teaching support was reported in a previous quantitative study on students’ perceptions of student engagement in four introductory lecture-based courses at four different German universities. The present qualitative research was designed to collect data from the four German male lecturers who participated in the previous study to explore their perceptions of student engagement and their role in supporting it. The lecturers of varying degrees of experience were observed while lecturing and subsequently interviewed to analyze their motivating teaching behavior. The analysis highlighted that lecturers (1) positioned themselves as committed professionals with a sense of ownership, (2) attributed positioning to students as social scientists, and (3) communicated messages characterized by supporting autonomous motivation. The lecturers implemented motivation strategies to engage their students who exhibited a preference for intentional silence. Certain characteristics of the students attending introductory level courses in Germany, such as having gained self-regulation skills at upper secondary school, highlight the importance of establishing specific goals before attending higher education courses.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0933/a.php" alt="Hit counter" /></p>

A study of itinerant early childhood English teachers’ motivation and demotivation: Focusing on the post COVID-19 era

This paper investigates itinerant English teachers’ initial teaching motivation and demotivation factors for preschool children after the COVID-19 pandemic. A total of 150 English teachers responded to a questionnaire survey with a 5-point Likert scale, which had 15 items for teaching motivation and 10 for demotivation with background information. Five factors emerged regarding teaching motivation: ideal L2 self, ideal L2 teacher self, intrinsic reward, necessity of career choice, and financial reward. Among them, the ideal L2 teacher self was identified as the most influential factor in teaching motivation. In terms of demotivation factors, learners’ lethargic attitudes and negative relationships with fellow teachers proved to be the dominant demotivation factors. Among teachers’ motivating factors, financial rewards were regarded crucial as the teachers’ age increases. Given the scarcity of teacher responses whose age ranges from 20 and 30, the COVID-19 pandemic seems to have negatively affected the employment of young itinerant English teachers. This study implies that it is necessary to provide itinerant English teachers with a systematic teacher training program to build a comprehensive knowledge of early childhood education in English.

A Predicting Analysis of Academic Staff’s Motivation to Teach Online in a Nigerian University

This study examined the predictors of academic staff motivation for online teaching in a Nigerian University. Theory of Planned Behaviour served as the conceptual foundation for the study. A survey design was adopted and a total of one hundred and nine-five (195) academic staff participated in the study from a university that was purposefully chosen for the study. A questionnaire tagged ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)’ adapted from Chi (2015) was used for data collection. The questionnaire consisted of six domains - demographics, online teaching consideration, perception of online teaching, motivation for online teaching concerning resources, motivation for online teaching with respect to external factors and general motivation to teach online. Data were analyzed using percentages and frequency distribution, mean, standard deviation, multiple regression analysis, Pearson Correlation, T-test, One-Way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA). Results of the study revealed that the perception of online teaching and academic staff’s motivation for online teaching regarding external factors had a positive significant contribution to the general motivation of academic staff to teach online. Also, age was found to have a significant influence on academic staff’s motivation to teach online indicators (perception of teaching online, motivation to teach online regarding resources, and motivation to teach online regarding external factors). Hence, it was concluded that adequate consideration must be given to these identified contributing factors to motivation for online teaching among academic staff by those who design and implement online teaching initiatives in the university to sustain academic staff’s interest in online teaching over time. Equally, policy decisions on online teaching in the university should be based on clear objectives for the generality of the academic staff irrespective of age, gender, marital status, and faculty rank.

Task-Based Instruction in teaching 21st Century literature from the Philippines and the world: Learners’ views and reflections

This study aimed to determine the learners' views and reflections on task-based instruction in teaching 21st Century literature from the Philippines and the World Subject. Specifically, the following objectives were attained: to determine the understanding of learners in the concept of task and task-based instruction, to know learners' perceptions in the implementation of task and task-based instruction used by the teacher in teaching 21st Century Literature subject, to point out the problems encountered by the students and how the students overcome those problems in performing task-based activities. 73 grade 11 students served as the respondents of this study. Using the descriptive method, specifically survey and interview, the study revealed that most students clearly understood the concept of task and task-based instruction. However, some students only agreed that performing tasks and the teacher's task-based instruction in teaching 21st Century Literature use the English language. The majority of the respondents strongly agreed that task and task-based instruction is implemented in their 21st Century Literature class. External factors, language used in the instructions written in the module, interest in literature and familiarity with literary materials, and difficulty level of task-based activities in the module are problems that the respondents encountered during the implementation of task-based instruction in their 21st Century Literature class. While seeking classmates' and teacher's assistance, teacher's motivation and teaching strategies, and self-initiative and motivation are the means for the students to overcome the difficulties they encountered in implementing the task and task-based instruction in 21st Century Literature class.

Attracting Teachers to Rural and Remote Schools

This article examines the teacher recruitment policies of Laos and Malawi in relation to rural teaching motivation. It evaluates the policies and analyzes the main issues affecting such policies. The study is qualitative, largely relying on available literature such as policy documents from education ministries in Laos and Malawi, UNICEF, UNESCO and World Bank education reports, published journal articles, and any supplementary material available in both the print and online media among others. The study finds that strategies to attract teachers to the rural and remote schools in both countries mainly include rural or hardship allowances and housing schemes. However, due to lack of financial capacity, the strategies have not been fully effective. Thus, the study recommends for improvement of the strategies through readjustment and extension of the benefits to include better housing schemes, provision of in-service training to rural and remote teachers, improved promotion criteria for rural teachers, and increment of the rural or hardship allowances.

Pre-service teachers’ teaching motivation and perceptions of teacher morality in China

ABSTRACT The study examines two types of pre-service teachers’ teaching motivation and perceptions of teacher morality in China through the following three research questions: (1) What are pre-service teachers’ teaching motivations and perceptions of teacher morality? (2) What is the relationship between pre-service teachers’ perceptions of teaching motivation and teacher morality? (3) What are the differences between the two groups of pre-service teachers, and what factors influence their perceptions? Data are drawn from questionnaires on teacher morality in China and the FIT-Choice Scale, completed by 300 pre-service teachers, and semi-structured interviews with 25 pre-service teachers. The analyses of the findings reveal that pre-service teachers showed a high degree of teaching motivation and generally agreed with the Chinese state’s teacher morality requirements. This study suggests a “moral-motivation-reciprocity” framework for understanding pre-service teachers’ teaching motivation and perceptions of teacher morality in China.

Psychological and Pedagogical Support of Professional Development of Students in an Inclusive University Environment

The article reflects the problem of psychological and pedagogical support of the educational process in an inclusive environment of the university, presents the results of experimental work aimed at the formation of professional and pedagogical motivation of students during university education, in which the study of disciplines of socio-psychological orientation that contribute to their successful professional development.

A study on the direction of international development cooperation on improvement of right to education of cambodian children Focusing on teaching motivation, teaching efficacy and teaching performance of primary teachers

연구목적: 본 연구는 캄보디아 교사의 교수동기, 교수효능감, 교수수행의 수준을 살펴보고, 개별 변인 간의 상관관계 분석을 통해 캄보디아 아동의 교육권 향상을 위한 국제개발 협력의 교육적 지원 방향성 모색을 목적으로 한다. 방법: 캄보디아 칸달 주 공립 초등학교 교사 177명을 대상으로 설문조사를 실시하였으며, SPSS 23.0을 활용하여 기술통계, 변인 간의 상관분석 및 다중회귀분석을 실시하였다. 결과: 캄보디아 초등교사의 교수동기와 교수효능감, 교수효능감과 교수수행에서는 유의미한 영향관계가 보고되지 않았으나 교수동기와 교수수행 간의 관계에서는 통계적으로 유의한 상관관계가 있는 것으로 나타났다. 결론: 본 연구를 통해 캄보디아 초등교사의 교수수행 능력에는 교사 개인의 동기가 긍정적 요인으로 작용한다는 것이 밝혀졌다. 따라서 향후 국제개발협력을 통한 아동교육의 지원 방향 설정 시, 교사의 교수동기 향상에 대한 우선적 고려가 필요하다는 것이 보고되었다. 또한, 교사의 교수동기 향상이 저개발국 아동의 교육권 향상에 매우 중요한 변인임이 본 연구를 통해 제시되었다.