Factors that Enhance English Language Teachers’ Motivation in Jordanian Secondary Schools

Dweik, Bader S.; Awajan, Nosaybah W.

doi:10.5430/elr.v2n1p33

Cited by 14 publications

(24 citation statements)

References 7 publications

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“…Based on similar studies by Dweik and Awajan [5], Yau [10] and Praver and Oga-Baldwin [7], a questionnaire which encompasses the elements of intrinsic and extrinsic motivation is developed. Table I presents …”

Section: Development Of the Questionnairementioning

confidence: 99%

“…Teachers are a part of this extrinsic aspect of motivation to students. Thus a teachers' motivation can serve as a strong factor in the improvement and development of student achievement, consequently affecting the process of education [5]. Education is a life-long path that continuously shapes and affects behaviour and develops our minds.…”

Section: Introductionmentioning

confidence: 99%

“…Education is a life-long path that continuously shapes and affects behaviour and develops our minds. As the teacher is constantly and continuously a part of this development, it is likely that the formation of desirable behaviour is strongly related to levels of motivation of teachers [5]. Therefore, a teacher with a low level of motivation can affect students' achievement in their learning negatively.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…People can be motivated by various ways and by various means [5]. According to Dweik and Awajan (2013), motivation is not an event that can be observable, nor is it something material which can be scrutinized like an organism or an object. These researchers state that it is only possible to understand motivation through the interpretation of behaviour in individuals and through the conduct of surveys.…”

Section: Introductionmentioning

confidence: 99%

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The Motivation of English Language Teachers in a Language Centre

Ng¹,

Ng²

2015

IJLLL

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Abstract-A teacher's motivation is basically the character of the teacher's personal enthusiasm and commitment towards teaching and is influenced by the working environment that consist of students, colleagues and managerial staff. Although researchers have argued that the factors that motivate teachers are the same factors that motivate students, the fact that teacher motivation is an area that is frequently overlooked in the domain of second language acquisition still remains. It also appears that few studies that have been done on teacher motivation in the Malaysian context especially in the context of English language centres. Most studies on teacher motivation have been centred in institutional settings, primarily in public schools. Hence, it would be of interest to investigate teacher motivation in a privatised setting such as in an English language centre. This study examines the motivation of language teachers teaching in a language centre in Cheras, Kuala Lumpur. It aims to determine the current degree of motivation among the English language through survey. A review of the literature showed that similar studies from researchers such as Dweik and Awajan (2013) and Yau (2010) have been done on teachers' motivation. Both studies employed quantitative methodologies. Similarly, the current study draws on a quantitative approach in which fifteen 30-item-questionnaires are distributed to the teachers in the English language centre. The findings indicate that the teachers are motivated and strongly motivated because of work autonomy, good work relationships, support from colleagues, superiors and students and also their own intrinsic motivations.

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Section: Development Of the Questionnairementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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