Motivation is an important topic of concern for teachers. A review of motivation research, though, revealed that students have been the focus of motivation research. When teachers have been included in studies, researchers have asked teachers to evaluate specific students, compared teacher and student perception of the same phenomena, or asked teachers to respond to their own a priori frameworks. Research on lay theories and teacher beliefs also yielded ideas important for this study. The purpose of this study was to explore teacher thinking about student motivation among middle school teachers.
I designed a multi-method qualitative study to investigate teacher thinking about student motivation at the middle school level. In the first phase, I distributed a five-item, open-ended written questionnaire to teachers in two middle schools. The second phase of the study was a multiple case study of four teachers. Through interview and observation, I investigated each teacher's lay theory of motivation. Constant comparative analysis and a coding framework grounded in motivation research were used to analyze data.
Teachers, I found, tend to define motivation in terms of expectancy. At the same time, they also tend to prioritize belonging over value and expectancy. These findings show that teachers, as a group, consider each domain to be important, and they understand the domains to interact and influence each other. Implications for teacher education, policy, and future research are discussed.
|Advisor:||Miller, Samuel D.|
|Commitee:||Fairbanks, Colleen M., Faircloth, Beverly S., Levin, Barbara B.|
|School:||The University of North Carolina at Greensboro|
|Department:||Teacher Education and Higher Education|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 74/12(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Teacher education|
|Keywords:||Middle school teachers, Student motivation|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be