Teaching Motivation Research Articles

مشكلات تعليم اللغة العربية بمعهد مصطفوية فربا بارو والحلول لحلها

Musthafawiyah Purba Baru Boarding School is one of the oldest and most famous Boarding school in Sumatra. In addition its many characteristics and advantages, this boarding school faces several problems in Arabic teaching. This research aims to find out the problems faced by Musthafawiyah Puba Baru boarding school in Arabic teaching and some solutions to solve the problems. This research uses a descriptive qualitative approach. The method of collecting data in this research is observation, interview, and documentation. The sources of data in this research are teachers and students in the third year at this school and its principle. The results of this research are: Among the problems of Arabic teaching at Musthafawiyah Purba Baru are: a lack of students’ understanding of the teaching materials presented by the teacher, a low of students’ motivation in teaching, a decrease in the adequacy of skills in teaching and learning for some Arabic teachers, and a decrease in educational facilities and infrastructure according to their function. The solutions to solve these problems, are: increase the students’ awareness of the importance of studying the Arabic and increase the teacher’s awareness of his responsibility in teaching, and the teacher must give positive encouragement to his students, and giving the special training to teachers about efficiency in the teaching and learning process and suggest them to continue their study until the university, and completing the activation of all facilities in this boarding school according to its function to complete the effectiveness of teaching and learning.

Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach

ABSTRACT The present study examined whether secondary school (SE) teachers (N = 324, M age = 37.97) and university (UNI) teachers (N = 225, M age = 44.80) with a firmly grounded and well-explored teaching identity would report better work-related well-being and would adopt a more motivating teaching style. We expected the opposite for teachers ruminating about their teaching role and also considered the mediating role of teaching motivation. Results from multiple group analyses confirmed the hypotheses, showing that teachers with a well-defined teaching identity reported more satisfaction and less emotional exhaustion during teaching and were less likely to leave the profession. They also reported making use of a more motivating teaching style, characterized by more autonomy support and structure, and less control and chaos. Conversely, teachers who ruminated about their teaching role generally showed opposite correlations. Teaching motivation mediated at least partially these associations, with the results generally holding across SE and UNI teachers. Overall, the present study underscores the importance of considering teachers’ sense of identity and teaching motivation as they might underlie their well-being and motivating teaching style in the classroom.

The effects of using pictograms during the English teaching-learning process in primary school

In the realm of Primary English as a Foreign Language (EFL) education, educators often encounter diverse difficulties in conveying instructions and facilitating student learning. This study recognizes the significance of employing visuals and straightforward language to enhance the teaching-learning process. Within this context, pictograms emerge as a valuable and innovative resource for EFL teachers, particularly in teaching English to children. The aim of this is to investigate the effect of pictograms on English education in primary schools. To achieve a comprehensive understanding, a slight adjustment to the class methodology was made. To operationalize this approach, a pre- and post-test, a survey, and an open-ended questionnaire were administered to collect data, facilitating a clear analysis. The first questionnaire involved three teachers who serve as heads of the English department, the survey included responses from nine primary English teachers, and the pre- and post-test garnered results from 39 primary school students. Results elucidate students’ performance, and teachers’, and heads of the English department’s perceptions of how the use of pictograms influences vocabulary acquisition, engagement, motivation, reading comprehension, and language production in English teaching and learning. By reordering the methodology and refining the ideas, the study may provide a clearer and more effective exploration of the impact of pictograms on English education in primary schools.

Pengembangan Bahan Ajar Digital Flipbook Dalam Meningkatkan Kompetensi Guru TK di TK Citra Indonesia

Improving the quality of learning at the basic education level, especially in Kindergarten (TK), is an urgent need in facing the demands of developments in information technology. This service aims to develop and evaluate digital teaching materials in the form of Flipbooks as an innovative means of improving the competency of kindergarten teachers at Citra Indonesia Kindergarten. The development method used is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model, which involves needs analysis, design, development, implementation and evaluation of digital teaching materials. The Flipbook digital teaching materials developed focus on increasing kindergarten teachers' understanding and skills in managing interesting and interactive learning. The materials presented are designed to fulfill the kindergarten curriculum and integrate technology as a learning medium that can motivate pre-school children. The implementation of Flipbook in learning activities at Citra Indonesia Kindergarten is carried out through intensive training and mentoring to ensure teachers' mastery of technology. The evaluation was carried out through observation, interviews and questionnaires to measure the effectiveness of using Flipbook digital teaching materials in improving the competence of kindergarten teachers. The evaluation results show a significant increase in understanding of interactive learning concepts and mastery of technology by kindergarten teachers. Therefore, the development of Flipbook digital teaching materials can be an effective alternative in improving the quality of learning at Citra Indonesia Kindergarten, as well as stimulating teacher creativity and motivation in teaching.

Beyond self-report surveys: A comparison of methods for directly observing motivationally supportive teaching practices

Observational measures of teaching are scarce in the motivation literature, but are needed for furthering theoretical knowledge and recommendations for how teachers can support motivation. To inform the development of effective observational tools, particularly for STEM settings, and based on a synthesis of current practices for observing motivational teaching, video lecture recordings from three undergraduate chemistry classes were observed for evidence of instructors’ supports for students’ motivation, including autonomy support, relevance support, and enthusiasm. Four different coding procedures selected from prior research were compared using interrater reliability estimates and descriptive comparisons of observer scores with student perceptions obtained from surveys. Results indicated that even with minimal coder training, observational measures of relevance support (i.e., connections to real life, support for meaningfulness, relevance statements) and enthusiasm achieved acceptable reliability in capturing motivational teaching that also appeared to align with student perceptions. For other observational measures, results indicated a need for further development including clearer operational definitions, limiting the number of processes observers are expected to simultaneously observe, and perhaps more extensive training for coders. To increase replicability and validity, we call for and contribute to greater transparency in reporting the development and implementation of observational methods for capturing contextual supports for students’ optimal psychological functioning in school.

Motivation in teaching and related activities of lecturers of Vietnam National University-Ho Chi Minh City

This research aimed to understand the level of enthusiasm among university lecturers for teaching and associated tasks like creating course materials, evaluating student performance, mentoring, and reviewing academic qualifications. The study used two approaches: a questionnaire survey and detailed interviews with lecturers from six universities within the Vietnam National University-Ho Chi Minh City (VNUHCM) network. Findings indicate that lecturers are generally very motivated in their teaching and related duties, with an average score of 4.27 out of 5 on a motivation scale. However, this motivation varied across different activities. Specifically, enthusiasm was highest for teaching (average score of 4.50) and lowest for grading students (average score of 4.14). Statistical analyses, including T-tests and ANOVA, with a significance level below 0.05, revealed differences in teaching motivation based on the length of teaching experience and differences in grading motivation according to lecturers' academic positions, qualifications, and gender. The results offer valuable insights for VNUHCM administrators to formulate strategies aimed at enhancing lecturers' motivation in teaching and related areas.

Online Teaching Motivation Scale (OTMS): Development and Validation of a Survey Instrument

The purpose of the current study was to develop and validate the Online Teaching Motivation Scale (OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning. The widespread prevalence of online and hybrid teaching modalities, many established during the COVID-19 pandemic, has necessitated reliable, valid measures to better understand factors that impact teachers’ motivation for online teaching and learning. The OTMS went through a rigorous validation process, including a pilot survey for content review, digital administration to K–12 teachers (N=379), and confirmatory factor analysis. The result was a 24-item survey designed to measure teacher motivation for online teaching based on three factors: teacher self-efficacy for online teaching, teacher perceptions of online teaching and learning, and perceived administrative support for online teaching. The OTMS was found to have a strong model fit, as well as strong reliability and validity measures. Future research includes wide administration of the OTMS to examine the relationship between K–12 teacher motivation for online teaching and students’ achievement and to inform the development of appropriate support models.

Effects of Profession-Related Support from Different Sources on Subjective Well-Being Among Chinese Tuition-Free Normal University Students: The Mediation of Intrinsic Motivation for Teaching and Moderation of Dispositional Gratitude.

Tuition-free normal university students (TFNUS) have become an important group in Chinese normal university. The subjective well-being of TFNUS not only affects their own mental health, and decisions to stay in the teaching profession, but also can significantly influence their future student's perception of stress, learning motivation and academic achievement. However, little attention has been paid to the relationship between positive factors and TFNUS's subjective well-being and the underlying mechanism and boundary condition. The purpose of this study is to examine whether, how and when profession-related support from different sources influences TFNUS's subjective well-being. Based on the Conservation of Resource Theory and Self-Determination Theory, a time-lagged design was used to collect two wave data (N=526), and we use dominance analysis to examine the relative importance of profession-related support from significant others (eg, government, teachers, and parents) in relation to subjective well-being among Chinese tuition-free normal university students, and propose a moderated mediation model to reveal the mediating (intrinsic motivation for teaching) and moderating (dispositional gratitude) effects of this relation. Profession-related government, teacher, and parent support were all positively related to subjective well-being, in a descending order of relative importance were as follows: teacher, parent and government. Furthermore, intrinsic motivation for teaching mediated the relationship between profession-related support and subjective well-being. In addition, dispositional gratitude only moderated the relationship between two sources (teacher and parent, respectively) of profession-related support and intrinsic motivation for teaching. Moreover, dispositional gratitude moderated the strength of the indirect effect of profession-related teacher support and parent support on subjective well-being (through intrinsic motivation for teaching), and the mediated relationship was stronger for those with high (vs low) dispositional gratitude. The profession-related support had positive direct effect on tuition-free normal university students' subjective well-being, as well as indirect effect through intrinsic motivation for teaching. Dispositional gratitude moderated the relationship between of profession-related teacher, parent support and intrinsic motivation for teaching, and the strength of the indirect effect of this support on subjective well-being.

The Effect of Different Teaching Styles of Shenzhen Teachers on Students Learning Motivation The Example of Seminar and Lecture Methods

Student-centred teaching and learning has received much attention around the world, and the factors affecting students motivation are also one of the key topics in todays research. Some researchers have found that different teaching methods have different effects on students motivation in second language teaching, but there is still a research gap about the role of this finding in students mother tongue teaching. However, there is still a research gap on the role of such conclusions in the teaching of students mother tongue. Therefore, this paper investigates the relationship between the lecture method and the seminar method and the motivation of first year students by collecting questionnaires on learning motivation and results before and after the implementation of different teaching methods in the teaching of the Dream of the Red Chamber unit in a school in Shenzhen, as well as interviewing certain students and conducting descriptive analyses and linear regression analyses on the above data. It was found that both teaching methods positively affected students motivation and that the seminar-based teaching method was more effective.

Upaya Meningkatkan Motivasi Belajar Siswa Kelas IV (EMPAT) SD N. 173434 Pollung Melalui Model Pembelajaran Problem Based Learning (PBL)

Motivation is something that is important for every person, perhaps even without motivation it will be difficult for us to achieve the expected goals. Therefore, movitavi is also very necessary for students in undergoing or pursuing education, both from the basic education level and also beyond.This motivation is especially important for students when taking part in teaching and learning activities, with this, students truly realize that the learning activities they undertake are really important and really only for their own benefit. So that students always make maximum efforts in participating in teaching and learning activities to develop their abilities.Without basic awareness and motivation from students regarding the importance of developing abilities through learning activities, they will lose direction and not know the benefits or goals and perhaps even learning activities will be a burden for them, not something interesting even if they are involved or take part in learning activities. on a daily basis.Students at the basic unit level (SD) may not yet be aware of or understand the motivation within themselves, as well as a fundamental and strong understanding of why they should take part in education. In addition, environmental factors (maintained) by the community regarding the world of education also influence their understanding, mindset and character in participating in learning activities at school.Based on the above, I try to build student motivation in teaching and learning activities through the problem based learning (PBL) learning model so that students experience interesting learning experiences, in an effort to increase their learning motivation. From the classroom action research activities carried out, it was concluded that this model can stimulate and increase students' motivation which actually shows the development of their learning achievements.

Analysis of Investment Potential Based on Financial Performance in the Education Services Sector in Kendari City

This research aims to determine and analyze the potential for financial investment in the education sector. The population in this study were all schools and colleges in Kendari City. The sample in this study was 136 schools and colleges. The data collection method uses documentation. Data analysis uses descriptive analysis methods from the financial performance analysis stages which include Location Quotient (LQ) analysis and SWOT analysis. The results of this research show that (1) Based on the LQ analysis, there are several areas that have the potential to invest in the education sector, including Kambu District, Kadia District, and Baruga District. (2) Based on the results of the SWOT analysis, several strategies were found to increase investment potential, including increasing motivation in Teaching and Learning Activities as well as providing facilities and infrastructure that support activities in the education sector.

Differences in the Social Motivations and Emotions of Humans and Other Great Apes

Humans share with other mammals and primates many social motivations and emotions, but they are also much more cooperative than even their closest primate relatives. Here I review recent comparative experiments and analyses that illustrate humans’ species-typical social motivations and emotions for cooperation in comparison with those of other great apes. These may be classified most generally as (i) ‘you > me’ (e.g., prosocial sympathy, informative and pedagogical motives in communication); (ii) ‘you = me’ (e.g., feelings of mutual respect, fairness, resentment); (iii) ‘we > me’ (e.g., feelings of obligation and guilt); and (iv) ‘WE (in the group) > me’ (e.g., in-group loyalty and conformity to norms, shame, and many in-group biases). The existence of these species-typical and species-universal motivations and emotions provides compelling evidence for the importance of cooperative activities in the human species.

Graduate School Professors' Motivation and Teaching Effectiveness: An Ex-Post Facto Analysis

In this research study, the intricate relationship between the motivations of graduate school professors and their effectiveness as educators in the dynamic context of graduate education is explored. Employing an ex-post facto research design, pre-existing data were analyzed to investigate the multifaceted connections between professors' motivations and teaching effectiveness. The study encompassed survey data from a diverse sample of professors representing various academic disciplines, including inquiries regarding motivations for teaching, teaching practices, and institutional demographics. The findings unveiled the coexistence of intrinsic and extrinsic motivations among professors, underscoring the complexity of their commitment to teaching. Intrinsic motivations, grounded in a profound passion for teaching and a genuine desire to positively impact students, emerged as robust predictors of effective teaching. Conversely, extrinsic motivations, such as career advancement and institutional recognition, also played a role but were less influential. Through correlation and regression analyses, the research demonstrated a positive and significant relationship between professors' intrinsic motivations and teaching effectiveness, even after controlling for covariates such as years of teaching experience and academic discipline. The identified discipline-specific variations underscored the necessity for tailored approaches to faculty development and support. These findings carry profound implications for graduate education institutions, administrators, and policymakers. They emphasize the pivotal role of intrinsic motivations in shaping effective teaching practices and highlight the importance of cultivating a teaching-centric culture. The study's implications call for faculty development programs that nurture and cultivate intrinsic motivations, discipline-specific approaches to support professors, and recognition and reward systems that celebrate teaching excellence. This research contributes significantly to our understanding of the vital connection between professors' motivations and teaching effectiveness within the context of graduate education. It underscores the significance of nurturing these motivations to foster a dynamic and responsive educational environment, benefiting both educators and learners in their pursuit of teaching excellence.

PENGARUH TEACHER EFFICACY TERHADAP MOTIVASI MENGAJAR GURU TINGKAT SEKOLAH MENENGAH PERTAMA (SMP)

Teaching motivation is the enthusiasm and drive that teachers have to carry out their teaching duties. In fact, there are still teachers who don’t reflect that teachers have a high teaching motivation. One of the factors that can increase the teachers’ teaching motivation is the teacher efficacy. Teacher efficacy is a teacher’s belief in their ability to carry out their duties. This study aims to determine the influence of teacher efficacy on junior high school teachers’ teaching motivation. The type of this research is quantitative research. The data collected used the convenience sampling techniques. Characteristics of the participants in this research are (a) teachers who teach in junior high schools, (b) teaching in public or private schools, (c) aged 20-59 years, (d) male or female, and (e) having a civil servant or non-civil servant status. The measurement tools used in this research are the Teachers’ Sense of Efficacy Scale and the Autonomous Motivation for Teaching Scale. Participants involved in this research are 237 junior high school teachers in Jakarta. The results of this research show that there is a positive and significant relationship between teacher efficacy and the teaching motivation of junior high school teachers, with a value of r = 318. This research found that there is a 10.1% effect of teacher efficacy on junior high school teachers’ teaching motivation. In addition, this research found that there are differences in teacher efficacy based on employment status and the last level of education that teachers have.

Self-Efficacy, Interest, and Effort Indicators in the Teaching Motivation of Public Senior High School Teachers in the Philippines

This study sought to determine the level of teaching motivation of 72 teachers from 11 public senior high schools in the Philippines based on self-efficacy, interest, and effort indicators. A 25-item questionnaire was employed, and the resultant data analyzed using a mixed method approach. Results showed that the outcome aspect of self-efficacy posted the highest score, while the personal aspect presented the highest degree of motivation. With regard to interest, the enjoyment aspect received the highest score suggesting the teachers’ general satisfaction with teaching. The lowest score was seen in the participants’ moderate agreement with the view that enjoyment make up for the financial drawbacks inherent in the profession. As for effort, the two aspects of performance and importance showed almost the same score indicating the participants’ equal regard for them as motivators. In addition, the teachers gave the highest score to peer encouragement and the desire for constant professional improvement. Overall, the results showed the participants’ passion for educating senior high school students under their tutelage, appreciation for the intrinsic rewards in teaching coupled with a realistic awareness of its strict demands and financial drawbacks, and a strong desire to improve themselves for the benefit of the learners.

Peer-to-peer clinical teaching by medical students in the formal curriculum

Introduction: Medical students have long provided informal, structured academic support for their peers in parallel with the institution’s formal curriculum, demonstrating a high degree of motivation and engagement for peer teaching. This qualitative descriptive study aimed to examine the perspectives of participants in a pilot peer teaching programme on the effectiveness and feasibility of adapting existing student-initiated peer bedside teaching into formal bedside teaching. Methods: Study participants were senior medical students who were already providing self-initiated peer-led bedside clinical teaching, clinicians who co-taught bedside clinical skills teaching sessions with the peer teachers and junior students allocated to the bedside teaching sessions led by peer teachers. Qualitative data were gathered via evaluation form, peer teacher and clinician interviews, as well as the observational field notes made by the research assistant who attended the teaching sessions as an independent observer. Additionally, a single Likert-scale question on the evaluation form was used to rate teaching effectiveness. Results: All three peer teachers, three clinicians and 12 students completed the interviews and/or questionnaires. The main themes identified were teaching effectiveness, teaching competency and feasibility. Teaching effectiveness related to the creation of a positive learning environment and a tailored approach. Teaching competency reflected confidence or doubts about peer-teaching, and feasibility subthemes comprised barriers and facilitators. Conclusion: Students perceived peer teaching effectiveness to be comparable to clinicians’ teaching. Clinical peer teaching in the formal curriculum may be most feasible in a hybrid curriculum that includes both peer teaching and clinician-led teaching with structured training and coordinated timetabling. Keywords: Peer Teaching, Undergraduate Medical Education, Bedside Teaching, Medical Students

Педагогическая практика как фактор селекции будущих педагогов

Studies of teachers’ professional development indicate that in different regions of the country, the proportion of those who do not want to work at school and have little motivation for teaching is about a third. It is not known what stages of development negative professional identity goes through and under the influence of what factors it develops. The influence of the first active experience of performing a professional role in the course of pedagogical practice was tested on the principle of ‘before-after’ on a panel from a real group of students with dual pedagogical specialization. Practice created quasi-experimental conditions. Before and after, students filled out a questionnaire determining the relationship of the desire to get a job at school with a number of socialization features, with the student’s idea of his compliance with the role of a teacher, with an assessment of the attractiveness of individual teaching functions, the material and social status of teachers in the aspect of the student’s personal claims. The measure of the impact of practice was defined as the delta of changes in numerical variables and as the presence of changes in nominal variables. About a third of the students had previously formed an internal positive motivation for the teaching profession. The share of school-oriented students is slightly less than a third (28%). It is unchanged before and after practice. Quantitative shifts are very small, which indicates either the stability of orientations, or the adaptation shock already experienced during the introductory practice and requires monitoring from the first year.

The Influence of Learning Workload on Schoolchildren Health/Development and Teaching Motivation

Based on Lithuanian and foreign scientific, pedagogical and psychological literature and normative state documents, the article identifies a disproportionate educational workload depending on the age of children. The influence of workload on schoolchildren's motivation and health/development is examined. Exhaustion of the nervous system due to an irrational daily routine, reasons for non-compliance with the daily routine and lack of healthy sleep due to an inadequate amount of homework exceeding the hygiene norms of the student's "safe" mental work are identified. The author analyses the learning workload, motivation to learn and health problems in the development of children's social competencies. This paper also examines the education system's shortcomings (lesson schedule, methodology/didactics, amount and complexity of homework corresponding to the age of the schoolchildren), which depend on the health/development of students and the motivation for learning and the desire to attend school. The survey results of students, teachers and parents are being presented.

Öğretmenlerin Teknostres Algılarının Öğretme Motivasyonları Ve Mutluluk Düzeyleriyle İlişkisi

In this study, it was aimed to examine the effect of technostress on teachers' teaching motivation and happiness levels. The study was carried out in a province located in the Western Black Sea Region in the 2021-2022 academic year. 389 teachers participated in the research. Three scales were used to collect the data: "Determination of Technostress Levels", "Teaching Motivation Scale" and "Oxford Happiness Scale". The relationship between technostress, teachers' motivation to teach and their happiness levels, and the differences between the variables of gender, professional seniority, school type and technology use disposition were revealed. As a result of the research, teachers' Technostress and Intrinsic-External Motivation levels were found to be "moderate". Happiness levels were found to be "Advanced". It was concluded that female teachers had higher intrinsic and extrinsic motivations than male teachers. Teachers with less than one year of professional seniority have higher technostress levels than teachers with higher professional seniority. It has been observed that the technostress levels of the teachers whose technology use is at "Medium" level are higher than the teachers with "High" level. It was concluded that there is a negative “Low” level relationship between technostress and happiness variable. As a result of the research, it was seen that Technostress has a predictive effect on teachers' happiness levels.

Pengaruh Motivasi Dan Supervisi Kepala Sekolah Terhadap Peningkatan Penggunaan Media Audio Visual Pada Guru TK

The aim of the research was to determine whether there is an influence of school principal supervision on teaching motivation and increasing the use of audiovisual media among kindergarten teachers in the PAUD 02 Kalibaru cluster. The research design uses causal quantitative. The method for determining areas is purposive area sampling. The population research population research technique was 32 Kindergarten teachers in the PAUD 02 Kalibaru cluster. Data collection techniques: 1). observation, 2). documentary, 3). questionnaire, 4) interview. The interview results are then processed into several instrument tests from validity and reliability tests, then classic assumption tests including normality tests, homogeneity tests, autocorrelation tests, and heteroscedasticity tests, and finally hypothesis tests which include t tests and F tests. Effect of t test results. Principal Supervision on Teaching Motivation Audio Visual Media Together (3.254>3.33).