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Journal articles on the topic 'Teacher motivational behaviour'
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Pisoňová, Mária. "Implementation of motivational strategies between head teachers and foreign language teachers." Journal of Language and Cultural Education 5, no. 1 (January 1, 2017): 127–44. http://dx.doi.org/10.1515/jolace-2017-0008.
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Abstract There is no doubt these days that knowledge of different forms of motivation and its implementation in the work environment is a prerequisite for improving the quality of work results and subsequent achievement of organizational goals. Every head teacher meets this phenomenon. A lack of motivation is behind a number of unfulfilled tasks, unwillingness to look for efficient work practices, absence, disloyalty to their own society, refusing overtime, not accepting necessary changes, ignoring requests for assistance, and more. It is not easy to find a way to solve these problems. However, theory and practice go hand in hand and together it creates the perfect symbiosis which looks at the ailments mentioned and gradually finds answers. Where to start in order to be successful in this quest? We should first recognize the meaning and importance of motivation in the work process. The role of the head teacher is to know teachers to have a positive impact on their behaviour and entrust them with such tasks corresponding to their knowledge and skills. Work motivation is focused on carrying out a work obligation and should lead to the required working behaviour. Motivation to work is also connected to the work environment and climate in which teachers work. In general, we can say that teachers’ satisfaction at work determines their personal relationships outside the workplace as well. For this reason, we decided to handle the theme on the specifics of the process of motivation occurring in the relationship between head teachers and foreign language teachers. The aim of this paper is to analyze the issues of the specifics of the process of motivation in the relationship between head teachers and foreign language teachers.
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Kanwel, Ayesha, Muhammad Hasan Rehman, Muhammad Shahbaz, Rana Muhammad Amir, and Hafiz Ali Raza. "An analysis of Teachers’ Behaviour for the Academic Performance of School Students in Faisalabad, Pakistan." Journal of Social Sciences Advancement 2, no. 3 (September 30, 2021): 79–84. http://dx.doi.org/10.52223/jssa21-020302-18.
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Instructors’ attitudes can help or hurt student enthusiasm, achievement, and well-being. Recent studies found that negative instructor attitudes can prejudice academic achievement and escalation students' psychological syndromes and physical indications of stress. Instructors who use degradation or sarcasm can leave a child feeling demeaned. Discipline by fear and intimidation can harm the student's future achievement. Teachers who are strict in their display of authority or indifferent toward their students or lessons can leave a lingering feeling of negativity. Teachers facilitate the students for improving their performance and always are available to solve their glitches and give courage to the students for innovative thinking. But teaching occupation is seen as poorly managed in recent situations. The main focused area is to recognize students’ difficulties concerning learning. For this purpose, well-trained teachers are required to guide the students. The study's primary objective was to analyse teachers’ behavior for the academic performance of school students in Tehsil Faisalabad, Pakistan. The study population was all the teachers and students of Govt. sector schools, of Tehsil Faisalabad (From Pakistan). The study was conducted at the Institute of Agri. Extension, Education and Rural Development, University of Agriculture, Faisalabad, Punjab, Pakistan. From (88) total number of schools, six schools (3 schools from urban and 3 schools from rural areas) were selected on a random basis 5 students were selected from 6th standard, 5 from 7th standard, 5 from 8th standard) making a sample of 90 students. Three teachers were selected from the selected standards (1 from 6th standard, 1 from 7th standard, 1 from 8th standard). The selected teachers’ samples were eighteen. Two questionnaires were used with a five-point rating scale to collect the views of school teachers and students about the teachers’ behavior regarding the students' academic achievement. The researcher personally visited schools and collected views regarding the behavior of teachers on the academic achievements of students. Quantitative data were analyzed through SPSS. The result also demonstrates that teachers’ behavior directly affects students' academic performance. The analysis of data showed a significant association between teachers’ behavior and students’ academic achievements. It was recommended that teachers behave positively with students and show professionalism so their students will pay attention to their study through such kind of motivation. Most of the students were agreed that they are appreciated by their teacher (a weighted score of 25.00). Most of the students were agreed that communication between teacher and student helps the teacher to understand students' feelings with a weighted score of 31.00. Most of the students were agreed that the students consider their teacher as a role model with a weighted score of 36.00. The study's major conclusions were that teachers felt honoured to be teachers, adjusted themselves with the predominant situation and environments, and used different motivational teaching techniques. Students were found to be pleased with the positive behaviour of their teachers. The relationship between the teachers’ behaviour and corresponding academic success (marks) revealed a highly positive significant correlation.
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Zulfiqar Ali, Farzana Masroor, and Tariq Khan. "Exploring Difference in Gender Perceptions Towards Teacher's Motivational Behaviour in English Language Classroom." Journal of Business and Social Review in Emerging Economies 6, no. 1 (March 31, 2020): 331–38. http://dx.doi.org/10.26710/jbsee.v6i1.1068.
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The role of a teacher is crucial for language learning specifically in English language classrooms. An important variable in this regard is the gender of students. This study investigates the impact of gender on language learning motivations of students studying at the undergraduate level in the City University of Science and IT and Institute of Management Sciences, Peshawar. Questionnaire data were collected from 175 students. The variables of the study include gender and its relationship with language attitudes and motivation. The results revealed that there exists the relationship between gender differences in variables under consideration. Female students had more expectations as compared to their male fellows. The study has useful pedagogical implications.
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Simón, Cecilia, and Jesús Alonso-Tapia. "Positive Classroom Management: Effects of Disruption Management Climate on Behaviour and Satisfaction with Teacher // Clima positivo de gestión del aula: efectos del clima de gestión de la disrupción en el comportamiento y en la satisfacción con el profesorado." Revista de Psicodidactica / Journal of Psychodidactics 21, no. 1 (November 18, 2015): 65–86. http://dx.doi.org/10.1387/revpsicodidact.13202.
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This study analyse the role of disruption management strategies and its effects, in interaction with the classroom motivational climate (CMC), on the decrease of disruptive behaviour and on the perception of teaching quality. For this purpose, the Disruption Management Climate Questionnaire (DMCQ) was developed. A total of 827 Secondary-School students formed the sample. To validate the DMCQ, confirmatory factor and regression analyses were realised. Children’s attribution to teacher’s coping strategies of decrease in disruptive behaviour, and of perceived change in satisfaction with teacher’s work as an index of teaching quality, were used as external criteria. Results support hypotheses related to DMCQ structure, and to its role as predictor of the degree of disruption decrease, but not the hypothesis related to satisfaction with teachers’ work, that depends mainly on CMC. These results underlie the importance of acting on DMCQ and CMC components to favour the teacher practices.
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Moisescu, Petronel-Cristian. "Physical Education In Rural Areas, Teacher-Student Differential Perception." GYMNASIUM XIX, no. 1 (Supplement) (July 5, 2019): 73. http://dx.doi.org/10.29081/gsjesh.2018.19.1s.07.
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The every day experience of students at school, outside their school environment, in their family, in internal relationships between their family and social groups, the concerns and interests of these groups, the information received by air, audiovisual means, television, media, the consumption of culture and intercultural relations are critical for the personality, emotional, motivational development of the new student. The rural student, by the acquisition of a multitude of information, knowledge, mindsets from the rural environment, develops certain skills according to the interests of a child living in this environment, skills that lead to changes in the "countryside"child-specific behaviour. Is the rural teacher prepared to cope with the blend of information that the countryside student is bombarded with? Does he accept, and if so, how does the rural student accept the lack of minimal supplies of teaching materials?
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Mašková, Ivana, Jutta Mägdefrau, and Alena Nohavová. "Work-related coping behaviour and experience patterns, career choice motivation, and motivational regulation of first-year teacher education students – Evidence from Germany and the Czech Republic." Teaching and Teacher Education 109 (January 2022): 103560. http://dx.doi.org/10.1016/j.tate.2021.103560.
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Gorohova, Irina, Mihail Filippov, and Mariya Erofeeva. "The main theoretical approaches to psychological counseling of children in residential care." Applied psychology and pedagogy 6, no. 3 (July 1, 2021): 82–91. http://dx.doi.org/10.12737/2500-0543-2021-6-3-82-91.
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The article considers one of the important directions of the practical psychologist-teacher in residential institutions - psychological counseling, the problem of psychological counseling of boarding school students, specific features of counseling by a teacher-psychologist, features of the consultant's interaction with boarding school students, the content of the motivational and need-based sphere of students at all stages of their stay in this institution: during the period of adaptation of students, correction, and training, as well as during their preparation for new living conditions and practical life after graduation, a teenager, getting into the new environment of a residential institution, it faces a lot of complex problems, it has questions about almost all vital situations: family and household, material, interpersonal, labor, legal, and so on. In the case of solving any problem situations, the level of anxiety increases in the pupils, on the basis of which neurotic states can develop, psychological overstrain, which manifests itself in numerous conflicts. To prevent them objectively and to resolve any contradictions in each residential institution psychologists-teachers must be organized counseling on topical issues of activity, relations and communication between pupils, special attention in the process of psychological counseling is given to the subject of "works" adviser: behaviour, feelings and experiences of pupils, and lists in detail the difficulties and errors made by the educational psychologist in the process of psychological counseling.
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Komorowska, Hanna. "LANGUAGES AND THE SELF." Neofilolog, no. 52/1 (April 25, 2019): 15–28. http://dx.doi.org/10.14746/n.2019.52.1.3.
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The article looks into the meaning of concepts of L2 Self, L2 Ideal self and L2 Motivational Self Systems from the point of view of their usefulness for SLA/FLT research. Psychological and sociological terminology related to the Self, Identity, Storied Self, Social Identity and Ethnicity is then discussed as well as various types of the Self useful in the analysis of attitudes to first, second and foreign languages. Examples of linguistic decisions are offered that lead to language maintenance, language loss or changes of the dominant language. Linguistic behaviour is traced back to possible ways of presenting the Self as well as to different approaches to ethnicity, integration and assimilation. Conclusions and implications for classroom language learning and teacher education are also presented.
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Regmi, Rabin, and Balak Devkota. "Factors Affecting Biology Lesson Motivation in Secondary School Students." Educator Journal 10, no. 1 (July 27, 2022): 135–46. http://dx.doi.org/10.3126/tej.v10i1.46736.
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Motivation is a theoretical construct used to explain the initiations, direction, intensity, persistence and quantity of behaviour. It is an important determinant of learning and its outcomes, as expressed in academic performances. The proper study of motivational factors is a prerequisite for students’ effective motivation toward learning. So, a teacher should accept the effect of motivation in the instructional process and should keep knowledge of factors influencing motivation during the learning process. Hence, this study evaluates the factors affecting biology lesson motivation in secondary level students under quantitative research design. The sample of the study was randomly selected 200 students (51.5% girls and 48.5% boys) from grades nine and ten from five government-managed secondary schools. The research data was collected using a questionnaire developed by Glynn and Koballa (2006) as a science lesson motivation questionnaire and adapted by Ekici (2009) as a biology lesson motivation questionnaire. The data were analyzed by applying quantitative procedures using Statistical Program for the Social Sciences. The result generally indicates that students feel biology is an interesting subject with practical value relevant to their lives. Though the students were not confident on their Biology tests and were not receiving grade motivation, they were not greatly worried about the biology tests. Self-determination is the major motivating factor with the highest mean score of 4.170, followed by career motivation (3.890), intrinsic motivation, and personal relevance. Grade motivation has least role in Biology lesson motivation. Moreover, there is a significant correlation (r= 0.592) of intrinsic motivation and personal relevance with self-efficacy and assessment anxiety. There is low correlation between Self-efficacy and assessment anxiety and Self-determination but is significant.
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Samara, Muthanna, Bruna Da Silva Nascimento, Aiman El-Asam, Sara Hammuda, and Nabil Khattab. "How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors." International Journal of Environmental Research and Public Health 18, no. 5 (February 24, 2021): 2209. http://dx.doi.org/10.3390/ijerph18052209.
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Bullying involvement may have an adverse effect on children’s educational outcomes, particularly academic achievement. However, the underlying mechanisms and factors behind this association are not well-understood. Previous meta-analyses have not investigated mediation factors between bullying and academic achievement. This meta-analysis examines the mediation effect of cognitive-motivational factors on the relationship between peer victimization and academic achievement. A systematic search was performed using specific search terms and search engines to identify relevant studies that were selected according to specific criteria resulting in 11 studies encompassing a sample total of 257,247 children (10 years and younger) and adolescents (11 years and older) (48–59% female). Some studies were longitudinal and some cross sectional and the assessment for each factor was performed by various methods (self, peer, teacher, school and mixed reports). Children involved in bullying behaviour were less likely to be academically engaged (k = 4) (OR = 0.571, 95% CI [0.43, 0.77], p = 0.000), to be less motivated (k = 7) (OR = 0.82, 95% CI [0.69, 0.97], p = 0.021), to have lower self-esteem (k = 1) (OR = 0.12, 95% CI [0.07, 0.20], p = 0.000) and lower academic achievement (k = 14) (OR = 0.62, 95% CI [0.49, 0.79], p = 0.000). Bullying involvement was also significantly related to overall cognitive-motivational factors (k = 17, OR = 0.67, 95% CI [0.59, 0.76], p = 0.000). Cognitive-motivational factors, taken together, mediated the association between bullying victimisation and academic achievement (k = 8, OR = 0.74, 95% CI (0.72, 0.77), p = 0.000). Bullying victimisation was negatively related to cognitive-motivational factors, which, in turn, was associated with poorer academic achievement. These findings were moderated by the design of the studies, assessment methods for the bullying reports, mediators and outcomes, country, age of children in the sample and/or types of bullying. The findings are of relevance for practitioners, parents, and schools, and can be used to guide bullying interventions. Interventions should focus on improving internal and external motivational factors including components of positive reinforcement, encouragement, and programs for enhancing academic engagement and achievement amongst children and adolescents.
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Ilenko, N. М., and O. M. Boychenko. "METHODS OF STUDENTS PROFESSIONAL MOTIVATION DEVELOPMENT ON DEPARTMENT OF THERAPEUTIC DENTISTRY." Ukrainian Dental Almanac, no. 1 (March 21, 2018): 91–92. http://dx.doi.org/10.31718/2409-0255.1.2018.22.
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The article emphasises the development of motives and needs of a medical student as one of the most relevant issues in motivation psychology for a future doctor. The importance of this problem is beyond a shadow of doubt, since the issue of the development of motives and needs is closely linked with the development of the individual on the whole.
The motive can also be defined as the concept, which in a generalizing form says that there are many predilections. It activates the body, stimulates its behaviour and is aimed at determining what is needed. In the process of human activity, the personality develops and the environment in which the person lives is transformed. Needs are the driving force of personality development. Motives (predilections), needs and goals are components of the human’s motivational sphere.
Considering the motivation of educational activity, it must be emphasized that the concept of motive is closely related to the concept of purpose and need. Motivational sphere includes: the need for learning, the importance of learning, the motive to learn, purpose, emotions, attitude and interest.
The ability to create situations which promote the interest in the teacher as well as in learning. The more active are the teaching methods, the easier it is for the students to get interested. One of such methods at the Department of Therapeutic Dentistry is the realization of a programme of practical classes for highly motivated students, whose goal is to develop practical skills related to the future profession of the dentist during the course of preliminary training.
Nowadays requires not only to improve methods in which the principle of mere repetition is basic and leads to intellectual and physical overload of students, but by means of finding new, more effective methods of educational and cognitive activity of students, to form their professional motivation.
The article is devoted to the questions of motivation of the future doctor and the formation of his needs for constant self-improvement during practical classes and the individual work beyond the requirements of the programme.
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Kalalo, Rieneke R., Jola Silvana Kalangi, Lenda Lumentah, and Elsje Lintong. "relationship between the leadership behavioral factors and the work motivation to the teacher performance in SMK Negeri 3 Manado." International journal of social sciences 5, no. 3 (September 27, 2022): 249–55. http://dx.doi.org/10.21744/ijss.v5n3.1957.
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Teacher leadership in school is increasingly being demanded to be able to improve the quality of teachers. It is required to do the analysis of the leadership behaviors toward teacher performance, the relationship between work motivation and teacher performance as well as the relationship between Leadership Behavior and Work Motivation towards Teacher Performance. This research is based on a qualitative approach. In this study, the research sample is all members of the population unit totaling 13 people. The data collected was using a questionnaire instrument. The collected data of the researchable variable was analyzed by using the correlation technique of Product Moment and Double Correlation. The result of the research states that there was a relationship between leadership behavior and teacher performance in SMK Negeri 3 Manado, which was furthermore found as the relationship between work motivation and teacher performance as well as the relationship between leadership behavior and work motivation aligned with the teacher performance. In sum, the leader must apply behavioral leadership that builds school organization and motivation for teacher performance in their work environment. The teacher's performance on motivation needs to get improved, encouraged, and facilitated so that it will increase the professional performance of the teachers.
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Yang, Xiaowan, and Mark Wyatt. "English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university." Studies in Second Language Learning and Teaching 11, no. 1 (March 29, 2021): 41–70. http://dx.doi.org/10.14746/ssllt.2021.11.1.3.
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While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
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Leng, Chin Hai, Sunitha Menon, Zahra Naimie, Mahmoud Danaee, and Rana Ahmad Abuzaid. "Impact of teacher communication behaviour on student’s motivation in learning primary school science." New Trends and Issues Proceedings on Humanities and Social Sciences 8, no. 3 (October 4, 2021): 92–97. http://dx.doi.org/10.18844/prosoc.v8i3.6401.
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Interactions between teachers and students occur rapidly in and out of a classroom. A good teacher-student relationship motivates and enhances the teaching and learning process. One of the most significant factors is teacher communication behaviour. This conceptual paper purports to investigate the multidimensional aspect of teacher communication behaviour and its effect on student’s motivation towards science learning. Based on a thorough review of existing literature, The Teacher Communication Behaviour Questionnaire (TCBQ) and Student’s Motivation Towards Learning Science (SMTSL) Questionnaire could be used to explore the factors of teacher’s communication behaviours and its relationship to students’ motivation in learning science among primary school students. From the result results it will be of possible benefit specifically for school administrators and teacher preparation programs. Teachers, however, may also use the teacher communication behaviour to evaluate an indicator of their communication skills Keywords: teacher communication, student motivation, science education, primary school,
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Subbotsky, E. V. "The Formation of Independent Behaviour in Preschoolers: An Experimental Analysis of Conformity and Independence." International Journal of Behavioral Development 17, no. 2 (June 1994): 289–310. http://dx.doi.org/10.1177/016502549401700204.
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This research tested the motivational structure of conformity and independent behaviour in children aged from 3 to 7 years of age. The experimental group consisted of the child, an adult confederate, and the experimenter. The child and the partner sat facing each other at a table, with the experimenter to one side. The child and his or her partner were asked to fulfil a certain programme that was known to them, but the confederate partner alternated correct actions with incorrect actions in random order. Variations of the experimental conditions ("screening" vs. "no-screening") of the partner indicated that imitation of the adult's incorrect actions by the child (conformity) was caused by the child's belief in the infallibility of the adult rather than by fear of the adult's disapproval (Experiment 1). Children who did not imitate the adult's incorrect actions (independence) in the presence of the experimenter, continued to behave in the same manner even after the experimenter had been isolated behind a cardboard screen (Experiment 2). Therefore, the child's independent behaviour in this situation is not a "reversed imitation" of the experimenter's signals, but rather is based on the child's self-esteem. Finally, independent behaviour could be substantially increased if during lessons in a preschool class one adult occupied a position of "child" while another behaved in traditional teacher-like ways (Experiment 3). Moreover, the independent behaviour the children exhibited toward the first adult was transferred to the second. The study showed that independent behaviour in preschool children can be enhanced in a classroom if children's traditional submissive position in their interaction with adults is replaced by a position of equal partners.
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SARACALOĞLU, Asuman Seda, Beste DİNÇER, Muhammed EKEN, and Sinan BAYIK. "The relationships among prospective teachers’ teacher efficacy with their levels of academic motivation, academic procrastination, and anxiety about the Public Personnel Selection Examination (PPSE)." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 10, no. 1 (June 7, 2020): 53–82. http://dx.doi.org/10.31704/ijocis.2020.003.
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The purpose of this study was to determine the relationships among the prospective teachers’ teacher efficacy and their level of academic motivation, anxiety of PPSE academic procrastination levels. The research was designed as correlational survey method. The sample of the research was composed of 187 prospective teachers. According to the results of the study, there was a low and positive correlation between teacher efficacy and academic procrastination behaviors and also moderate and positive correlation with academic motivation levels of the prospective teachers. In addition, teacher candidates' academic procrastination behaviors, academic motivations and PPSE concerns explained 22% of the teacher efficacy of candidates.
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Astuti, Sri Puji. "EXPLORING MOTIVATIONAL STRATEGIES OF SUCCESSFUL TEACHERS." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 1 (March 14, 2016): 1. http://dx.doi.org/10.15639/teflinjournal.v27i1/1-22.
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This multiple case study investigated how teachers implemented motivational teaching strategies and the impact of these strategies on students’ motivation in an Indonesian high school context. The participants were four teachers and four groups of their students. The data were collected from teachers by conducting semi-structured interviews, classroom observations, and stimulated recall, and from the students through focus group interviews. The findings of the research indicated that each teacher had unique strategies to motivate their students, and these strategies had a profound impact on students’ motivation. The students reported that the strategies influencing their motivation could be categorized into five main groups: teachers’ classroom behaviors, supportive classroom atmosphere, selection of learning resources and activities, the usefulness of English, and the way feedback was given. These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the effect of motivational teaching strategies on students' learning and behaviors.
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Hazizah and Mahmud. "Pengaruh Perilaku Kepemimpinan dan Pengalaman Kerja Kepala Sekolah terhadap Motivasi Berprestasi Guru Agama Islam di SMA Negeri Kota Jambi." JMiE (Journal of Management in Education) 6, no. 2 (December 31, 2021): 53–66. http://dx.doi.org/10.30631/jmie.2021.62.53-66.
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This research aims to determine and analyze; (1) description of the principal's leadership behavior and the teacher's work experience towards the motivation of the achievement of religious teachers; (2) influence of the principal's leadership behavior on the motivation of teacher achievement; (3) the relationship between the teacher's work experience and the motivation of the teacher's performance; (4) Influence of the principal's leadership behavior and teacher work experience on the motivation of the teacher's religious achievement. The study used descriptive analysis survey methods, with a sample of 35 religious teachers and used correlation and regression analysis. The results of the study found that the magnitude of the simultaneous influence between the principal's leadership behavior (X1) and the teacher's work experience (X2) on the teacher's achievement motivation (Y) was 0.746 which was classified as weak. Meanwhile, the simultaneous contribution of the variables (X1) and (X2) to (Y) = R2 x100% or 0.7462 x 100% = 55.7% and the remaining 44.3% is determined by other variables. Then the rise and fall or the size of achievement motivation can be predicted through the regression equation: = 19.766 + 0.2213x1 + 0.9734x2. The results of this study can be drawn several sub-conclusions as follows: (1) the magnitude of the influence of the principal's leadership behavior variable (X1) on teacher achievement motivation (Y) is 0.606% while the contribution of the variable (X1) to (Y) is 36.72%. the remaining 63.28% is determined by other variables. (2) the magnitude of the influence of the teacher's work experience (X2) on the teacher's achievement motivation (Y) is 0.746% while the contribution of the variable (X2) to (Y) is 55.65% and the remaining 44.35% is determined by other variables. (3) the magnitude of the relationship between principal leadership behavior (X1) and teacher work experience (X2) is 0.609 then the contribution of variables (X1) and (X2) is 37.09% while the remaining 52.25%.
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Mintz, Jessica A., and Angela M. Kelly. "Science Teacher Motivation and Evaluation Policy in a High-Stakes Testing State." Educational Policy 35, no. 1 (November 4, 2018): 3–40. http://dx.doi.org/10.1177/0895904818810520.
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This qualitative case study explored the teachers’ and administrators’ perceptions of a newly implemented teacher evaluation policy in a high-stakes testing state, and how this policy impacted their motivation. Five science teachers and their immediate supervisors were interviewed, and their perceptions were analyzed through motivational theories of incentivizing career behaviors. Findings suggest the overarching goal of improving teacher practice through accountability was facilitated by intrinsic motivation and challenged by weaknesses in policy design. These tensions could be mediated by localized control that improves stakeholder agency, peer learning communities, and the adoption of more reliable evaluation metrics. Implications for teacher buy-in of evaluation policy are discussed.
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Huang, Xianhan, and Chun Lai. "Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective." Journal of Workplace Learning 32, no. 6 (July 6, 2020): 437–56. http://dx.doi.org/10.1108/jwl-01-2020-0005.
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Purpose It is vital in today’s society that teachers are proactively involved in educational change. Given that proactive motivation is a critical driver of proactivity, this study aims to investigate how teachers’ formal and informal workplace-learning experiences were connected with their proactive motivations to implement educational change. Design/methodology/approach The authors used a qualitative case study approach to describe the relationships between teachers’ formal and informal learning activities and their different proactive motivations. The authors collected data from 17 teachers via individual interviews and open-ended questionnaire and performed analyses using a continuous inductive and deductive coding process. Findings The authors found that informal teacher learning can trigger three types of proactive motivation, whereas formal teacher learning is mainly connected with the can do and energised to motivations. The authors also found that formal and informal learning complement and compete with each other in shaping the can do motivation. Moreover, the authors found that informal learning played the dominant role in the reason to motivation, whereas informal and formal learning were separately connected to the energised to motivation. Practical implications These findings indicate that greater attention must be paid to teachers’ informal workplace-learning experiences. Specifically, teachers’ informal learning experiences should be actively integrated into their formal workplace training to enhance their proactive motivation to educational change. Moreover, teachers’ learning preferences and teaching experience should be considered in the design of teacher-training programmes. Originality/value Based on the proactive motivation model of Parker et al. (2010), the authors have uncovered the mechanisms of workplace learning that drive teacher proactivity. The authors have examined the relationship between teachers’ formal and informal workplace-learning and proactive teaching. The findings will assist policymakers and administrators to identify effective means of motivating teachers to engage in workplace learning.
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Utomo, Hanggara Budi. "Teacher Motivation Behavior: The Importance Of Personal Expectations, Need Satisfaction, And Work Climate." International Journal of Pedagogy and Teacher Education 2, no. 2 (September 19, 2018): 333. http://dx.doi.org/10.20961/ijpte.v2i2.24036.
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Teachers, as one of the elements in the teaching and learning process, play multiple roles, not only as teachers transferring knowledge but also as guides who encourage the potential of students to develop alternatives in learning. This means that teachers face complex tasks and responsibilities in respect of the achievement of educational goals where they are required to not only master the subject area being taught but are also required to display a personality suitable foracting as a role model for students. Therefore, teachers are required to optimize their performance in carrying out the task. The complex tasks and responsibilities of achieving educational goals relate to teachers’ motivation, so that good intentions will encourage teacher activities. Teachers become educators based on their motivation to teach. If a teacher has no motivation then they are unlikely to be an effective educator. The factors that influence a teacher’s motivation are focused on personal expectations, need satisfaction, and work climate. This paper comprises a literature review of several research findings aimed at deepening self-determination theory as one of the motivational theories that can be used to analyze the motivation of teachers based on both internal and external factors. In particular, it aims to explore the role of personal expectations, need satisfaction, and work climate, which can serve as a basis for further research into optimizing teacher motivation to teach.As the implication, different work climates mean that teachers must adapt to the condition of the school in which they teach. It is important that teachershave this ability as when they are able to adapt to a school’s performance atmosphere, they are in turn able torealize personal expectations according to their needs and thus feel psychologically satisfied, which has a corresponding further impact on their motivation to teach.
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Yalçınkaya, Servet, Gökmen Dağlı, Fahriye Altınay, Zehra Altınay, and Ümit Kalkan. "The Effect of Leadership Styles and Initiative Behaviors of School Principals on Teacher Motivation." Sustainability 13, no. 5 (March 3, 2021): 2711. http://dx.doi.org/10.3390/su13052711.
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This study aims to investigate the effect of school administrators’ personal initiative behaviors and their leadership styles on teacher motivation. In this study, designed with a quantitative research approach, the relational scanning model was used, and a model was created to test the effect of school administrators’ leadership styles and personal initiative behaviors on teacher motivation. In this context, the leadership styles of school administrators and their personal initiative behaviors were studied as independent variables, while teacher motivation was studied as a dependent variable. In the study, 406 teachers working in high schools in Manisa city center were selected using the purposeful sampling method. Pearson moment correlation techniques and multiple regression analysis techniques were used to determine whether there was a significant relationship between dependent and independent variables during the data analysis. According to the results obtained from the research findings, it was observed that the general motivation levels of the teachers were high. In the analyses conducted in terms of the relationships between school administrators’ personal initiative-taking behaviors and teachers’ motivation, it was found that these variables had a significant and positive relationship; similarly, it was determined that there is a significant relationship between the leadership styles of school administrators and the motivation of teachers. In the regression model established to examine the effect of the leadership styles of school administrators on the internal factor dimensions of teacher motivation, it was determined that all sub-dimensions of leadership styles predicted teachers’ internal motivation. This research provides evidence that school administrators’ personal initiative behavior is directly related to teacher motivation and positively affects teacher motivation, thereby affecting the quality of their teaching.
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Henhen Ade Hendrayana, Yayah Sopianah, and Culia Rahayu. "MOTIVATION OF SCHOOL DENTAL HEALTH TEACHERS WITH THE LEVEL OF HANDLING STUDENTS WHO NEED CHILD TEETH EXTRACTION." Incisor (Indonesian Journal of Care's in Oral Health) 6, no. 1 (June 21, 2022): 35–39. http://dx.doi.org/10.37160/theincisor.v6i1.1.
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Motivation is a factor that encourages a person to do a certain activity, therefore motivation is often interpreted as a driving factor in one's behavior. Motivation is needed by students and parents in school, regardless of the role of teachers, especially the role in the implementation of UKS. The period when the tooth remains has appeared while the child's teeth are still there or not shake is called persistence. The result if persistence is not treated immediately, namely the position of the crammed teeth (malocclusion). Objective: motivational relationship of UKS SD / MI Teacher with the level of handling of students who need child dental care at UPTD Puskesmas Karangsari in 2021. Method: a non-experimental method with cross sectional design, i.e. to connect research subjects including free variables and variables bound to research subjects only observed / observed once i.e. measurements of uks teacher motivation. The study sampled uks teachers using total sampling techniques. Results: respondents who have good motivation with less handling levels as much as 4 respondents (50%), while as many as 15 respondents (78.9%), and less as many as 1 respondent (100%). Conclusion: There is no motivational relationship between UKS SD/MI teachers with the level of student handling.
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Jepps, Jepps, Shumaila Noreen, and Bushra Kazim. "Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (April 13, 2022): 17–37. http://dx.doi.org/10.52587/jepps.v1i1.7.
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Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction
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Noreen, Shumaila, and Bushra Kazim. "Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (April 14, 2022): 17–37. http://dx.doi.org/10.52587/jepps.v1i1.17.
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Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction.
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Tilga, Henri, Vello Hein, and Andre Koka. "Effects of a Web-Based Intervention for PE Teachers on Students' Perceptions of Teacher Behaviors, Psychological Needs, and Intrinsic Motivation." Perceptual and Motor Skills 126, no. 3 (April 2, 2019): 559–80. http://dx.doi.org/10.1177/0031512519840150.
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Interventions based on self-determination theory to help teachers support their students' autonomy have measured teachers' autonomy-supportive and controlling behaviors as unidimensional constructs. This study investigated whether a Web-Based Autonomy-Supportive Intervention Program (WB-ASIP) for physical education (PE) teachers would alter their students' perceptions of (a) the teachers' multidimensional autonomy-supportive and controlling behaviors, (b) their own psychological need satisfaction and frustration, and (c) perceived intrinsic motivation. We found that WB-ASIP significantly increased students' perceptions of all autonomy-supportive teacher behaviors and students' need satisfaction. At follow-up, we found that WB-ASIP led to a significant decrease in students' perception of teacher intimidation behaviors and students' autonomy frustration. These results suggest that a web-based intervention program to enhance PE teachers' autonomy-supportive behavior and minimize their controlling behavior was partially effective in positively changing their students' perceptions.
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Mahler, Daniela, Jörg Großschedl, and Ute Harms. "Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm." Education Research International 2017 (2017): 1–17. http://dx.doi.org/10.1155/2017/4698371.
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The aim of this study was to identify opportunities to learn for teachers’ motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Self-efficacy covers the belief of an individual that he or she is capable of performing required behaviors to produce a desired outcome. Teacher enthusiasm is an affective teacher orientation that is related to a specific subject and to teaching this specific subject. Different opportunities to learn are considered for teachers’ motivational orientations. Since teacher education particularly focuses on the acquisition of professional knowledge, we added a further exploratory focus to the study and investigated the relationships between motivational orientations and professional knowledge (content knowledge and pedagogical content knowledge). 134 biology teachers participated in the study. The results reveal that teacher education at university, the attendance in professional development courses, and self-study provide opportunities to learn for self-efficacy and enthusiasm for teaching the subject. Moreover, we found self-efficacy and subject-specific enthusiasm to be positively related to pedagogical content knowledge.
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Mushchynska, N., and N. Matvieieva. "HUMAN RESOURCES MANAGEMENT OF HEI THROUGH THE FORMATION OF EFFECTIVE HR POLICY." Series: Economic science 5, no. 158 (September 25, 2020): 58–63. http://dx.doi.org/10.33042/2522-1809-2020-5-158-58-63.
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There is a dearth of research in literature examining how people are managed in higher education institu-tions in Ukraine. This paper explores how universities manage their traditional personnel management system. The problems of formation of HR policy of the institution of higher education (HEI) in the context of its main direc-tions are investigated. In the conditions of critical lack of financial resources, the organizational bases to in-crease the efficiency of application of HRM system in HEI are considered. Our findings reveal some steps to help HEI in their long way to establish a modern HRM system. The basic perspective research directions which will allow implementing modern concepts of HRM in the academic environ-ment are proposed. Among them are rejection of the paradigm student - graduate student - teacher within one HEI and assessment of scientific and pedagogical staff through 3 blocks: effectiveness; competence; potential for teacher development. The need and implications for future research are identified. The most perspective is the role of the positive OCB (Organisational Citizenship Behaviour) as a wide range of individual actions that go beyond assigned tasks because it is associated with constructive work that employees do of their own choice and benefits the company. As an effective motivational tool could be used the perception of the impact of different types of re-search and learning support by different categories of participants in the educational and scientific environment. It is also recommended to pay special attention to the creation of a high level of employee loyalty. The insights from this study would be of value to the management of universities. Keywords: human resources policy (HR policy), human resources management (HRM), institution of higher education (HEI).
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Ciuladiene, Grazina, and Brigita Kairiene. "The Resolution of Conflict between Teacher and Student: Studentsí Narratives." Journal of Teacher Education for Sustainability 19, no. 2 (December 20, 2017): 107–20. http://dx.doi.org/10.1515/jtes-2017-0017.
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AbstractThe important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages students’ behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the students’ point of view. To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents were asked to recall a conflict occurring between them and a teacher during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 30 students. Students and teachers actually engage in a range of behaviours. In accordance with the theoretical framework, the four behavioural categories were grouped. Students reported that during the teacher-students conflict a full palette of strategies (dominating, integrating, accommodating and avoiding strategies) was used. Findings revealed that forcing was expressed by arguments, involving a third party and aggression. Avoiding was expressed by crying, avoiding the contact. Accommodating was expressed by pretending and giving in. Apologising, making a compromise, compensation, talking about the problem were examples of an integrating strategy. The results indicated that participants reported 28 behavioural reactions to a classroom conflict. Among them, 12 were those of teacher engagement, and 16 of student engagement. In line with the conglomerated conflict behaviour framework, students reported that both conflict parties (students and teachers) in the case of active student position engaged in more than one type of behaviour in response to a single incident. Understanding students’ experience would allow teachers to better respond and manage students’ reactions, as well as help teachers prevent behaviours such as aggression and promote other behaviours such as motivation.
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M, Suardi. "PENGARUH KEPRIBADIAN GURU PAI TERHADAP HASIL BELAJAR SISWA DI SEKOLAH." IQRO: Journal of Islamic Education 1, no. 2 (December 17, 2018): 121–28. http://dx.doi.org/10.24256/iqro.v1i2.494.
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This study aims to determine how the influence of PAI teacher's personality on student learning outcomes in SMA 10 Bulukumba. The approach taken in this study is qualitative research using data collection methods through field research by means of observation and interviews. The data obtained is processed and analyzed through three channels, namely data reduction, data display (presentation) and data verification. The results of the study found that student learning outcomes themselves are influenced by several important factors and it is the responsibility of the teacher to make it happen like motivation, a motivation arises only if because there is a desire to succeed in learning, therefore the personality of a PAI teacher will greatly influence students in learning so that it can improve learning outcomes. Because the personality of a teacher, especially PAI teachers, has a direct and cumulative influence on life and learning habits of students. Students will absorb attitudes, reflect feelings, imitate behavior and cite the teacher's statements. Experience shows that problems related to motivation, discipline, social behavior, achievement and learning desire are derived from the teacher's personality
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Maeng, Unkyoung, and Sangmin Lee. "Secondary teacher motivation: Developing a motivational strategy evaluation questionnaire and the behavior of using motivational strategies." Secondary English Education 12, no. 2 (May 30, 2019): 53–77. http://dx.doi.org/10.20487/kasee.12.2.201905.53.
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Amado, Diana, Pablo Molero, Fernando Del Villar, Miguel Ángel Tapia-Serrano, and Pedro Antonio Sánchez-Miguel. "Implementing a Teacher-Focused Intervention in Physical Education to Increase Pupils’ Motivation towards Dance at School." Sustainability 12, no. 11 (June 3, 2020): 4550. http://dx.doi.org/10.3390/su12114550.
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A teacher-focused intervention that supports the needs for autonomy, competence and relatedness was designed and implemented, to help experienced teachers develop a motivational style during dance teaching sessions at school. Four schools in Mexico, with 12 physical education teachers and 921 pupils, participated in the research. A program was developed at the beginning with the teachers in the experimental group to support the psychological needs of autonomy, competence and relatedness. Both groups were assessed at the beginning and at the end of the program and the results showed that participants from the experimental group had an increase in their perception of autonomy, relatedness and self-determination levels towards dance teaching sessions at school compared with participants from the control group. In conclusion, teachers’ training is important to increase pupils’ motivation towards dance. Schools should focus on encouraging teachers’ “training in motivational strategies to create pupils’” adaptive behaviors.
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Pondan Perlindungan Leoanak, Sondang, and Bonik Kurniati Amalo. "Teacher’s behaviour towards students’ motivation practice." SHS Web of Conferences 42 (2018): 00078. http://dx.doi.org/10.1051/shsconf/20184200078.
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Education goal is not to produce higher exam scores, but to educate learners to become responsible people with well-developed minds and good character. Fact says, most of the students who graduated from Islamic elementary school in Kera island (a small island in the Gulf of Kupang city, East Nusa Tenggara Province, Indonesia) prefer to work as fishermen instead of continuing their study to higher education levels. This practice has been continued for several years. In relation to such fact, the present study aims to reveal the teacher-student interaction in connection to teacher’s behaviour in students’ motivation practice. For this purpose, a qualitative research design was applied to gain deeper understanding on such practice naturally. The data collection process was part of authors’ Community Service Project (IbM RISTEKDIKTI for Bajo tribe) on the island. Data were collected using classroom observations and semi-structured interviews. This study reveals that the teacher performed positive roles in motivating the students during classroom interaction. Hopefully, the present study may help teachers and educators in Indonesia concerning teacher behaviours in elementary classroom environment.
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Huéscar Hrnández, Elisa, Juan Antonio Moreno-Murcia, Luís Cid, Diogo Monteiro, and Filipe Rodrigues. "Examining the dark side of motivation on life satisfaction in college students: does grit matter?" Behavioral Psychology/Psicología Conductual 29, no. 1 (April 1, 2021): 111–25. http://dx.doi.org/10.51668/bp.8321106n.
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Even though teachers can have an important effect on the regulation of student behavior, the existing scientific literature has hardly explored the simultaneous influence of personal traits and social factors to promote student well-being. This study examined the mediating role of amotivated behavior and the relationship with teacher controlling behaviors, grit, and satisfaction with life. A total of 474 college students (female= 135; male= 339) participated in the study. All participants completed a multi-section survey assessing the constructs under analysis. Results from the structural model analysis displayed acceptable fit and amotivation played a mediating role in the relationship between grit-perseverance and life satisfaction but not for grit-passion. These findings provide evidence regarding adequate teacher behavior and the importance of measuring student grit in the classroom setting. These findings provide new insights into the understanding of teacher motivational behaviors and student learning processes that influence student behavioral regulations and affective outcomes.
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Sally, Fauzan Hari Sudding. "Students’ affective learning factors in learning English on teachers’ nonverbal immediacy." International Journal of Humanities and Innovation (IJHI) 1, no. 3 (September 5, 2018): 1–10. http://dx.doi.org/10.33750/ijhi.v1i3.18.
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This study aims at finding out how the students perceive teachers’ nonverbal immediacy that affects their attitude in learning English. Also, this study investigates how the students perceive teachers’ nonverbal immediacy that affects their motivation in learning English. The researcher used observation and questionnaires to collect the data. The results of this study showed that fifteen out of sixteen teachers’ nonverbal immediacy behaviors were perceived positively in affecting the students’ positive attitude in learning English. Similarly, this study also showed that fifteen students perceived the teachers’ nonverbal immediacy behavior affected their motivation in learning English. The researcher concluded that the students would have a positive attitude and high motivation in learning English if a teacher employs nonverbal immediacy behaviors suitably in her teaching or interaction with the students
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Permatasari, Futika, and Yopi Arianto. "Urgensi Kompetensi Kepribadian Guru Sebagai Upaya Pengembangan Karakter Siswa." IDEA: Jurnal Psikologi 6, no. 1 (April 20, 2022): 76–82. http://dx.doi.org/10.32492/idea.v6i1.748.
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Teachers are one of the determinants of educational success and play a major role in achieving educational goals. In addition to the great responsibility of teachers to educate students through the transfer of knowledge, teachers are required to master various kinds of competencies to support the continuity of learning activities. Personality competence is one of the competencies that must be possessed by teachers because as role models for students in learning activities, teachers must present themselves as a teacher profile with a steady and stable personality. The teacher's personality competence is a competence that has a significant influence on the development of student character in accordance with the values and norms that apply in religion and society. Problems related to learning motivation, social behavior, discipline, and student achievement are also influenced by the teacher's personality. Therefore, the teacher's personality competence needs more attention to be developed as an effort to improve the quality of education.
Keywords: Competence, Personality, Teacher, Student Character
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Marusic-Jablanovic, Milica, Aleksandra Pejatovic, and Tina Stemberger. "Teacher education and career cycle: Educational level and pathways effects in Serbia and Greece." Zbornik Instituta za pedagoska istrazivanja 50, no. 2 (2018): 189–208. http://dx.doi.org/10.2298/zipi1802189m.
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Given the importance of teachers? work and effectiveness, the authors have chosen to study how the teachers? education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed their job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation effects was found in the Serbian sample, indicating that teachers educated according to the old system pathways cannot be expected to achieve different job attitude.
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Koka, Andre, Henri Tilga, Hanna Kalajas-Tilga, Vello Hein, and Lennart Raudsepp. "Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents." International Journal of Environmental Research and Public Health 16, no. 15 (July 30, 2019): 2709. http://dx.doi.org/10.3390/ijerph16152709.
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The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents’ leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents’ objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old (Mage = 14.94 years; SD = 2.11) completed measures of perceived controlling behavior, frustration of the basic psychological needs, and motivational regulations in PE. One week later, motivational regulations towards leisure-time moderate-to-vigorous PA (MVPA) were assessed. Five weeks later, MVPA was measured using accelerometers (ActiGraph GT3X) during seven consecutive days. Structural equation modeling analysis indicated that perceived controlling behavior predicted students’ frustration of basic psychological needs in PE. The competence need frustration in PE had a negative direct effect on objectively measured MVPA. A significant indirect effect supported the mediating role of competence frustration in PE in the relation between perceived controlling behavior from PE teachers and MVPA in adolescents. Findings suggest that future interventions striving to promote adolescents’ PA engagement in their leisure-time should focus on decreasing controlling behaviors from teachers in PE that may manipulate the teacher–student relation.
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BORZENKO, O. "FEATURES OF THE MOTIVATION AND STIMULATION OF PEDAGOGICAL STAFF DETERMINED BY THE SPECIFIC WORK OF FOREIGN LANGUAGE TEACHERS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 30 (December 28, 2022): 51–57. http://dx.doi.org/10.33989/2075-146x.2022.30.270645.
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On the basis of the research, it was established that the motivational characteristics of foreign language teachers are determined by both the professional need and the desire to obtain intellectual satisfaction from pedagogical activities by improving their skills and professionalism, that the motivation of labor activity cannot be effective without the use of modern systems of material stimulation. It is noted that an effective incentive system plays an important role in having a positive stimulating effect on the needs, interests, goals, consciousness, labor behavior of teachers, as well as on the results of their professional activity.
The essence and specifics of the concepts "labor", "motivation", "stimulation", "needs" are revealed. The views of domestic and foreign scientists on various aspects of problems of motivation and stimulation of teachers, including teachers of foreign languages, are characterized. The importance and necessity of purposeful implementation of a scientific, comparative and pedagogical analysis of foreign experience regarding the analysis of the features of motivational forms and methods, as well as incentive systems, are noted.
It was determined that the formation of a highly qualified teacher of a foreign language is possible only under the condition of a formed motivational attitude to professional activity, that the development of motivation is the result of the interaction of objective conditions, content, direction of the activity, targeted pedagogical influence and self-improvement, self-development and depends on individual characteristics, age, pedagogical experience, professional competence, which involves a combination of knowledge of foreign language teaching methods, linguistics, psychology, sociology, cultural studies, etc. It is noted that fair remuneration is a determining factor that affects the attractiveness of the profession, provides work satisfaction and motivates teachers to improve their professional activities.
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Liando, Nihta V. F. "STUDENTS’ VS. TEACHERS’ PERSPECTIVES ON BEST TEACHER CHARACTERISTICS IN EFL CLASSROOMS." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 118. http://dx.doi.org/10.15639/teflinjournal.v21i2/118-136.
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This paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department atState University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as demotivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.
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Kealey, Kathleen A., Arthur V. Peterson, Marcia A. Gaul, and Khanh T. Dinh. "Teacher Training as a Behavior Change Process: Principles and Results from a Longitudinal Study." Health Education & Behavior 27, no. 1 (February 2000): 64–81. http://dx.doi.org/10.1177/109019810002700107.
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For students to realize the benefits of behavior change curricula for disease prevention, programs must be implemented effectively. However, implementation failure is a common problem documented in the literature. In this article, teacher training is conceptualized as a behavior change process with explicit teacher motivation components included to help effect the intended behavior (i.e., implementation). Using this method, the Hutchinson Smoking Prevention Project, a randomized controlled trial in school-based smoking prevention, conducted 65 in-service programs, training nearly 500 teachers (Grades 3-10) from 72 schools. Implementation was monitored by teacher self-report and classroom observations by project staff. The results were favorable. All eligible teachers received training, virtually all trained teachers implemented the research curriculum, and 89% of observed lessons worked as intended. It is concluded that teacher training conceptualized as a behavior change process and including explicit teacher motivation components can promote effective implementation of behavior change curricula in public school classrooms.
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Wijaya, Rendra Kusuma. "Students’ Perception of Teachers Nonverbal Immediacy Behavior toward Students’ Attitude and Motivation in Learning English." ELT Worldwide: Journal of English Language Teaching 4, no. 1 (May 10, 2017): 75. http://dx.doi.org/10.26858/eltww.v4i1.3198.
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The objectives of the research were to provide information about students’ perception of teachers’ nonverbal immediacy behavior toward students’ attitude and motivation in learning English. This research is descriptive by nature employing mixed method QUAN-qual model. Participants of this research were the students of X IIS 2 and XI MIA 4 who were taught by male and female teacher. The data were obtained from questionnaire, group interview, and observation. The data from questionnaire were analyzed by using simple descriptive statistic and the data from interview and observation were analyzed by using interactive model of data analysis procedure consisting data collection, data reduction, and data display, and conclusion drawing. The finding showed that the mean score of students’ attitude was 76.56 under category positive attitude. The mean score of students’ motivation was 75.43 under category motivated. The students perceived that teachers’ nonverbal immediacy behavior influenced their attitude and motivation positively or negatively depending on particularr determinant factors such as religion, culture, and age. The findings led to the onclusion that managing nonverbal immediacy behaviors was very important for teachers because the behaviors could help changing students’ attitude from negative attitude became positive attitude and changing students motivation from demotivated became motivated during learning process in the class.Key words: Nonverbal immediacy behavior, attitude, motivation
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Lukyanova, Margarita Ivanovna, Lyubov Porfiryevna Shustova, Sergey Vyacheslavovich Danilov, and Valentina Viktorovna Zarubina. "Competitive behavior as a condition for realizing the personal potential of teachers." SHS Web of Conferences 117 (2021): 05003. http://dx.doi.org/10.1051/shsconf/202111705003.
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The article considers the personal potential of teachers realized through their participation in competitions. The analysis of sources, diagnostic tools, formats and means of additional professional education presents professional competitions as a condition for realizing one’s personal potential. Its components are as follows: personal meanings, activity, reflexive abilities and pedagogical experience, values, motives, striving for the embodiment of creative ideas and intentions, openness to innovations. The teacher’s participation in competitions encourages activities, increases the level of innovative solutions to professional problems, manifests creative individuality and recognizes professional achievements. At the same time, the influence of competitions on the professional creativity of a teacher has not been sufficiently studied. The article aims at studying the competitive behavior of a teacher from the perspective of realizing their personal potential. The research utilized the methods of analyzing scientific sources, regulatory documents; diagnostic techniques to study the personal potential of a teacher; forms of developing the competitive behavior of teachers to participate in professional skills competitions; synthesis; logical generalization. In the course of the study, the authors obtained results that are notable for their novelty. They have presented the concept of “competitive behavior” of a teacher as an activity characterized by a complex system of motivation aimed at overcoming competitions and developing personal potential. The authors have characterized the motivational, emotional-volitional and personal levels of mental regulation of the teacher’s competitive behavior. They have also determined methods for studying personal potential and developing the teacher’s competitive behavior.
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Sinaulan, Ramlani Lina. "EFFECT OF SCHOOL CLIMATE, WORK STRESS AND WORK MOTIVATION ON THE PERFORMANCE OF TEACHER." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 6, no. 2 (December 31, 2016): 146. http://dx.doi.org/10.24127/gdn.v6i2.605.
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Performance is a form of behavior of a person or organization with achievement orientation. The study results are known (a) the school climate affect performance of teachers, b) there is influence of work stress on teacher performance, (c) work motivation effect on teacher performance, d) school climate influence on job motivation of teachers, and (e) work stress effect on work motivation of teachers. Suggestions studies (a) improving teacher performance should the top priority schools in school management efforts. This condition given that performance of teachers are the main pillars that determine the success of the school in improving quality of students. Therefore, performance of the teacher must always be good and necessary to update the knowledge of teachers on the latest information in education as benchmarks increase teacher performance, (b) job motivation of teachers needs to improved, among others, with reward and punishment impartial towards the success achieved by the teacher as well as the violations committed so that it becomes part of an effort to motivate teachers to work.
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Castillo, Isabel, Javier Molina-García, Isaac Estevan, Ana Queralt, and Octavio Álvarez. "Transformational Teaching in Physical Education and Students’ Leisure-Time Physical Activity: The Mediating Role of Learning Climate, Passion and Self-Determined Motivation." International Journal of Environmental Research and Public Health 17, no. 13 (July 5, 2020): 4844. http://dx.doi.org/10.3390/ijerph17134844.
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In the context of education, this study examined the relationship between perceiving a transformational physical education (PE) teacher and student’s leisure-time physical activity (PA). Furthermore, we tested the potential mediation role of motivational learning climate, passion and self-determined motivation in this relationship. The sample was composed of 2210 high-school PE students (1145 males, 1065 females) between 16 and 20 years of age. Results of structural equation modeling revealed that the perceived transformational PE teacher–PA outcomes relationship was stronger when students perceived a task-involving climate, when they were harmoniously passionate, and when they were self-determined. We conclude that students’ health-enhancing behaviours could be improved if their PE teachers use transformational teaching style and created a task-oriented learning climate.
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Koka, Andre, Henri Tilga, Hanna Kalajas-Tilga, Vello Hein, and Lennart Raudsepp. "Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model." International Journal of Environmental Research and Public Health 17, no. 16 (August 15, 2020): 5939. http://dx.doi.org/10.3390/ijerph17165939.
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In the present study, a trans-contextual model was applied to examine the relations between students’ perceptions of controlling behavior from teachers, frustration over their basic psychological needs, autonomous motivation toward physical activity in a physical education context, autonomous motivation toward physical activity in an out-of-school context, beliefs and intentions toward future physical activity, and actual participation in physical activity outside of school. We adopted a three-wave prospective study design in which 234 students aged 11–19 years first completed measures of perceived controlling behavior from teachers, frustration over their basic psychological needs, and autonomous motivation toward physical activity in physical education. One week later, their autonomous motivation, beliefs, and intentions toward physical activity outside of school were measured. Students’ self-reported engagement in physical activity outside of school was assessed another five weeks later. Results of the path analysis revealed a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students’ intention toward physical activity outside of school via the proposed motivational sequence of the trans-contextual model. There was also a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students’ self-reported engagement in physical activity outside of school, mediated by the frustration over their need for competence in physical education. Findings emphasize the importance of decreasing controlling behaviors from teachers in a physical education context so as not to inhibit students’ physical activity behavior in an out-of-school context.
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Rohmansyah, Nur Azis, Sri Mawarti, and Ashira Hiruntrakul. "The effect of teaching style on affective and cognitive motivation in physical education." Jurnal Keolahragaan 10, no. 2 (September 26, 2022): 147–56. http://dx.doi.org/10.21831/jk.v10i2.41399.
Full textAbstract:
The theory of accomplishment-generating motivation only adopts a social cognitive method to research behavior and motivation in sports education settings, illuminating how achievement goal theory is useful for anticipating and explaining beliefs, reactions, and behaviors in achievement settings. This study aimed to investigate how different teaching approaches teacher-centered and student-centered affected the emotional and cognitive motivational responses of students during physical education classes. Using several Mosston and Ashworth teaching methods, including command style, reciprocal style, and guided exploration style, four teachers instructed 92 students. To evaluate teaching style, the Ames coding system was employed. In this inquiry, a strategy of mixed methods was used. By adjusting the work design, authority, recognition, grouping, assessment, and class time structure, the video data was evaluated. The hard disk software enables the recording of audio and video recordings as well as the real-time analysis of information acquired from course observations in physical education. An ANOVA analysis with the Bonferroni correction method was carried out to prevent Type 1 errors, and it produced an alpha level of 0.002 as a result. The command style, reciprocal style, and guided style all performed significantly differently, according to the Tukey test, in terms of total mastery and teaching style effectiveness. According to the findings, guided and reciprocal discovery styles were more effective than command approaches in terms of student mastery, less focused teacher behavior, and cognitive and emotional responses.
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Murray, Paul, Andrew Douglas-Dunbar, and Sheran Murray. "Evaluating values-centred pedagogies in education for sustainable development." International Journal of Sustainability in Higher Education 15, no. 3 (July 7, 2014): 314–29. http://dx.doi.org/10.1108/ijshe-03-2012-0021.
Full textAbstract:
Purpose – The purpose of this paper is to report an attempt to quantitatively evaluate pedagogies designed to help learners clarify their personal values systems in a sustainability context. Design/methodology/approach – A pre-test/post-test survey was used to assess shifts in values orientations among 113 undergraduates from the same discipline, following the completion of intensive values-based sustainability training workshops. Findings – The results indicate that small but statistically significant shifts in participant perceptions of their personal values orientations occurred, particularly in relation to values correlating with sustainability. Research limitations/implications – The survey data were collated in six separate groups, potentially introducing unforeseen variables. As value types, rather than individual values, were used as the basis of the survey, there could be variations in participant perception and understanding of the value-type labels. Practical implications – No control group was possible because the training intervention was a compulsory aspect of the participants’ degree programme, and the surveys were administered by the participants’ tutor, which could lead to “teacher” bias. Social implications – This research evaluates pedagogies aiming to allow individuals to clarify their values and better understand the motivational role these have in influencing “sustainable” behaviour. The research can inform the design and execution of “holistic” educational and training programmes seeking to help individuals understand their personal role in creating a more sustainable future. Originality/value – The originality of this research lies in the quantitative analysis of values-specific education for sustainable development pedagogies. Findings point to the need for further research to assess the application of the pedagogies across different disciplines.
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Ashlan, Said, and Samsul Bahri. "Effect of Work Environment and Innovative Behavior on Teachers Work for Motivation State High School in Banda Aceh City." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 1 (January 8, 2023): 210–24. http://dx.doi.org/10.51276/edu.v4i1.323.
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The purpose of the research entitled Work Environment and Innovative Behavior on Teacher Work Motivation State Senior High School in Banda Aceh is to identify and analyze: (1) the influence of the work environment on teacher work motivation, and (2) the effect of innovative behavior on teacher work motivation. The subjects of the study were teachers of the Banda Aceh State Senior High School with a sample of 252 people. The sampling technique used is Proportional Random Sampling, which is proportional and random sampling. The data were analyzed using path analysis after calculating the correlation of all research variables in the form of a matrix. The results analysis of the effect exogenous variables on endogenous variables in each substructure obtained (1) The work environment has a positive effect on teacher work motivation of 0.524 (2) Innovative behavior has a positive effect on teacher work motivation of 0.309. The results of the study illustrate that (1) there is a direct positive effect of the work environment on teacher work motivation by 22.9%, and (2) there is a direct positive influence of innovative behavior on teacher work motivation of 17.6%. Based on the research results, it was found that the work environment and innovative behavior described have shown a positive and significant influence on teacher work motivation
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Alhans, Christin Marni Tuti, and Wiyun Philipus Tangkin. "Upaya Guru Dalam Meningkatkan Motivasi Belajar Siswa TK Melalui Penerapan Ice Breaking pada Pembelajaran Daring." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 5, no. 3 (October 1, 2022): 896. http://dx.doi.org/10.31100/dikdas.v5i3.2219.
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In online learning, teachers are required to remain professional in designing learning. It is expected that teachers can increase online learning so that students are motivated to learn. However, in fact, when the author conducted a practicum in one of the kindergartens in Kupang city on 7 July - 27 August 2021, it was found that the behavior of students' learning motivation was low. The behavior of the students that appeared were yawning, sitting back lazily, putting their head on the table, and communicating with people at home, so they didn't pay attention to the teacher. Therefore, the purpose of writing this paper is to examine the efforts of teachers in increasing the learning motivation of kindergarten students to learn online, using descriptive qualitative methods. Teachers as motivators can motivate students through the application of ice breaking. The results of this research show that the application of ice breaking can increase students' motivation in learning. It was concluded that the teacher's efforts to motivate students through ice breaking had a positive impact on students' learning motivation. For further researchers, it is recommended to conduct classroom action research, to get more measurable results.