Exploring teachers` teaching motivation in the 21st century classroom

Abstract

Using the Self-Determination Theory, a study was conducted to explore teachers’ motivation towards the application of 21st century teaching and learning methods which correlate to teachers’ knowledge, teachers’ strategies and approaches in supporting the 21st century teaching and learning. It is known that teachers are the most important school-based drivers of student outcomes towards their academic and non-academic achievement. In the 21st century teaching and learning, teachers play a vital and significant role in effectively teaching these new skills to students (McIntyre-Odoms, 2015). The research questions used to guide this study include: (i) What are teachers’ knowledge about the teaching and learning in the 21st century? (ii) What strategies and approaches do teachers use to support 21st century teaching and learning in the classroom? and (iii) What are teachers’ motivational factor in using the instructional method of 21st century teaching and learning? The participants were three female school teachers from different schools. Data were transcribed and were analysed using a thematic approach. Themes that emerged based on teachers’ knowledge were: (i) teachers’ awareness, and (ii) teachers’ proficiency. Themes derived from strategies and practices were: (i) teachers’ empowerment; (ii) innovation and improvement; and (iii) students’ engagement, whereas the main themes for teachers’ motivational factors in 21st century teaching and learning were: (i) teachers’ support system, (ii) teachers’ beliefs, (iii) teachers’ autonomy, (iv) teacher-student relationship, and (v) students’ learning progress. The discovered themes were paralleled with the theoretical framework used in the study.