ERIC Number: EJ1038981
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: 100
What They Think, What They Know, What They Do: Rural Secondary Teachers' Motivational Beliefs and Strategies
Hardré, Patricia L.; Hennessey, Maeghan N.
Learning Environments Research, v16 n3 p411-436 Oct 2013
This research examined how rural high school teachers' beliefs and perceptions of themselves, their students and the challenge of motivation influence their strategic classroom and interpersonal motivating practice. Participants were 13 teachers in three rural, public high schools in two US states. Teachers' beliefs about motivation generally, and their students' motivation specifically, reflect a position favouring need and willingness to intervene for unmotivated students. However, their self-perceptions reflect a relatively weak efficacy to intervene successfully. Generally, teachers' prevalent choice of strategies aligned with their perceptions of reasons that students were undermotivated. In contrast, some teachers' narratives of actual efforts to motivate a specific student were inconsistent with their self-reported philosophies and style of motivation, and with their general statements of how they would motivate students who needed it. These findings suggest implications for design of teacher education and inservice teacher professional development.
Descriptors: Secondary School Teachers, Teacher Attitudes, Teaching Methods, Teacher Motivation, Student Motivation, Educational Philosophy, Rural Schools, Self Efficacy, Teaching Styles, Teacher Education, Faculty Development
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A