Teacher Perceptions and Individual Differences: How They Influence Rural Teachers' Motivating Strategies

Autor/inn/en	Hardre, Patricia L.; Sullivan, David W.
Titel	Teacher Perceptions and Individual Differences: How They Influence Rural Teachers' Motivating Strategies
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 8, S.2059-2075 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.04.007
Schlagwörter	Rural Schools; Student Motivation; Individual Differences; Secondary School Teachers; Teacher Attitudes; Teaching Methods; Motivation Techniques; Student Characteristics; High Schools; Correlation; Regression (Statistics); Peer Relationship; Predictor Variables; Self Efficacy; Teacher Effectiveness; Interviews + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulische Motivation; Individueller Unterschied; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Motivationsförderung; High school; Oberschule; Korrelation; Regression; Regressionsanalyse; Peer-Beziehungen; Prädiktor; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interviewing; Interviewtechnik
Abstract	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. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10