High school teachers' motivational perceptions and strategies in an East Asian nation

Patricia L. Hardré, Su Hua Huang, Ching-Huei Chen, Chen Ting Chiang, Fen Lan Jen, Leslie Warden

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

This study investigated the relationships between teachers' self-reported classroom goal structures, instructional self-perceptions, teaching efficacy, and perceptions of students' motivation in a developing East Asian nation. This study's participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalised to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self-efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed reported that their students' motivation is primarily extrinsic and performance-oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform.

Original languageEnglish
Pages (from-to)199-221
Number of pages23
JournalAsia-Pacific Journal of Teacher Education
Volume34
Issue number2
DOIs
Publication statusPublished - 2006 Dec 1

All Science Journal Classification (ASJC) codes

  • Education

Fingerprint Dive into the research topics of 'High school teachers' motivational perceptions and strategies in an East Asian nation'. Together they form a unique fingerprint.

  • Cite this