Teachers motivation and students learning in High Schools: a Study Introduction
Most teachers are frustrated by their unmotivated students. What they may not know is how important the connection is between student motivation and self-determination. Research has shown that motivation is related to whether or not students have opportunities to be autonomous and to make important academic choices. Having choices allows children to feel that they have control or ownership over their own learning. This, in turn, helps them develop a sense of responsibility and self-motivation. When students feel a sense of ownership, they want to engage in academic tasks and persist in learning. Teachers have observed that after second or third grade, many students begin to show signs of losing their motivation to learn. What happened to that natural eagerness to go to school and the curiosity to learn that is so apparent in preschool, first, and second grade students? Why do students progressively seem to take less responsibility for their own learning? This challenge only grows as students move from upper elementary to secondary school levels. Many teachers fear that giving students more choice will lead to their losing control over classroom management. Research tells us that in fact the opposite happens. When students understand their role as agent (the one in charge) over their feeling, thinking, and learning behaviors, they are more likely to take responsibility for their learning. To be autonomous learners, however, students need to have some choice and control. And teachers need to learn how to help students develop the ability to make appropriate choices and take control over their own learning. Interestingly, this phenomenon of taking less and less responsibility for their own learning is related to the fact that in many school systems, students have progressively fewer opportunities to make choices as they proceed from elementary through secondary school (Deci & Ryan, 2002; Otis, Grouzet, & Pelletier, 2005). For example, in kindergarten and early elementary years, students are often given choices and encouraged to pursue topics of interest to them. As schooling progresses, however, learning typically becomes more prescribed and fewer choices are provided to students. Statement of Problem
Teachers have a lot to do with their students' motivational level. A student may arrive in class with a certain degree of motivation. But the teacher's behavior and teaching style, the structure of the course, the nature of the assignments and informal interactions with students all have a large effect on student motivation. We may have heard the utterance, "my students are so unmotivated!" and the good news is that there's a lot that we can do to change that.
Educational psychology has identified two basic classifications of motivation - intrinsic and extrinsic. Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated.
1) To estimate the relation between teachers motivation and student Learning 2) To understand the various parameters of teachers motivation in improving students learning 3) To analyze the importance motivation in the learning process 4) To apply various theories on motivation in secondary classroom learning 5) To find out what are factors that inhibits the learning process in students
Teacher’s motivation has direct impact on learning behaviors of students Sample
Little is known about student perceptions of effective teacher behaviors in the...
References: Anderman, Eric M., Griesinger, Tripp, and Westerfield, Gloria. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, vol. 90, 84-91.
Wentzel, Kathryn R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, vol. 89, 411-419.
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