Although much research exists on student motivation, few studies speak directly with students or highlight their voices. In this grounded theory study, we interviewed and observed reluctant learners in an alternative high school to learn what factors they saw as contributing to their school successes and failures. Themes emerging from the participants’ words were echoed by themes found in motivation research. Building relationships with teachers, being interested in school assignments, and feeling competent to perform tasks were mentioned by the students as influencing their levels of engagement. The qualitative data suggested ways for teachers to create motivating learning environments.

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This case study examined a middle school where a new administration had made school-wide reading an immediate and significant priority. The study investigated how and why the culture shift to schoolwide reading appeared to influence student engagement.

Research in education and psychology contributes to an understanding of how educators create contexts for learning that encourage intrinsic motivation and increase academic achievement. In this article, the researcher investigated how middle level teachers define effectiveness and identified what factors influence their motivation, both positively and negatively. The purpose of this study was to explore what factors teachers selfidentified as both supporting and hindering their professional motivation. An understanding of what motivates teachers to maintain effectiveness and what contributes to a loss of motivation may help administrators and other leaders make professional development, personnel, and curricular decisions that support teacher motivation. Data analysis revealed that teacher motivation was influenced by curricular, relational, and logistical factors. Curricular elements that encouraged teachers to improve their practice, as well as those factors that contributed to apathy or disinterest, are discussed. Findings revealed that competence in terms of one's ability to effectively teach required content increased professional motivation. Feelings of autonomy also increased participating teachers' desire to further develop their skills and improve their competence. Administrators, professional development providers, and teacher educators may find these results useful as they work to create environments that positively influence teacher motivation.

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