A qualitative study into the personal factors influencing secondary school teachers’ motivating styles

Background All teachers aspire to create the most motivating classroom climate for their students. This is because students who are motivated demonstrate superior learning outcomes relative not motivated. According Self-Determination Theory (SDT), when establish an autonomy-supportive in classrooms, can benefit numerous developmentally and educationally important ways. Whilst have understanding that teaching students, many of them unwilling or unable carry out strategies. be explained by implicit explicit forces (e.g., philosophies beliefs, personal experiences) imposed on internal (namely, intrapsychic) external social) environments. paper focuses factors influence teachers’ adoption employment instructional behaviours. Method Following a 10-week intervention program implementing six behaviours, we interviewed 59 from 17 secondary schools Singapore Their number years experience ranged 1 31 with mean 10.8 experience, 62.71% were female. Finding From interviews, identified several teacher-related which labelled “teaching beliefs,” “personal experiences,” “motivation teach,” “personality,” “teachers’ mental emotional states” efficacy.” Through identifying factors, hope raise awareness amongst inner foster frustrate own expression Given plausible benefits derived teaching, information gained this qualitative study path way greater willingness effort classrooms.