Source: Teaching and Teacher Education, Volume 24, Issue 8, November 2008, P. 2059-2075
This study examined the influence of high school teachers’ perceptions and individual difference characteristics on teachers’ use of motivating strategies in their classrooms.
Participants were 75 teachers in 19 rural, public high schools.
A mixed method approach was used.
Quantitative measures included demographics, individual differences, perceptions, and motivating strategies, analyzed as correlations and regressions.
Qualitative measures included generative self-report of motivating a student, and semi-structured interviews, which were open coded and then axial coded to identify themes and issues.
Peer-related environment stood out among teacher perceptions predicting student motivation. Teacher support and efficacy predicted motivating strategies, but teacher perceptions of student goals and causes of lack of motivation did not.
Teachers admit that they lack knowledge and efficacy for motivating students.
Findings can inform teacher education, professional development, and administrative support for teaching effectiveness.