A Study of Mathematics Teachers’ Motivation towards Teaching in Brunei Darussalam

Abstract

Many factors contribute to the success of students' academic performance. Admittedly, quality of teaching is one of those factors. In this study, based on the related literature on teacher motivation, six main factors affecting teachers' motivation towards teaching are identified. Accordingly, an online questionnaire was designed by the authors. In total, 207 (40 males and 167 females) mathematics teachers from primary, secondary and sixth-form government schools in Brunei Darussalam randomly volunteered to respond to this questionnaire. The findings from this study have implications for understanding the extent to which factors may motivate or demotivate teachers to teach. The present research provided education stakeholders with important information to ponder over the motivational factors of mathematics teachers in the government schools. The results from our study also suggested that good interaction and collaboration between teachers can help boost teachers' motivation to teach.

Preservice Teachers’ Teaching Efficacy and Motivation in Online Learning (OL)

“…In this study, a questionnaire was carefully designed in relation to the objectives of the study. The questionnaire was adapted from Tschannen-Moran and Hoy (2001) for the factor of efficacy and Sahat et al (2018); Abos et al (2018) for the factor of motivation. This study utilised convenient sampling by asking for agreement from the preservice teachers who were involved in teaching practicum in various schools for a period of 14 weeks.…”

A Study of Mathematics Teachers’ Self-Efficacy Beliefs, Mathematics Teaching Anxiety and Motivation towards Teaching Mathematics

“…Another effective factor on learning and behavior is motivation as mentioned in Sahat et al (2018) and it is determined through attraction, retention, and concentration (Sinclair, 2008). Motivation is an effective determinant of the attraction of individuals to teaching, the period of remaining in the initial education courses and the teaching profession, as well as the level to which the courses and the teaching profession are engaged in (Sinclair, 2008, p.80).…”