Show simple item record Geduld, Bernadette 2023-10-25T13:21:17Z 2023-10-25T13:21:17Z 2023
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning (APORTAL) Vol 7 (1) (2023) en_US
dc.description.abstract Learners from low socioeconomic contexts are often instructed by poorly trained and qualified teachers, causing them to be often poorly motivated for their tasks, which is detrimental to learner performance. This study explored (a) factors that influenced the motivation and teaching behaviour of lower quintile schoolteachers with a view to enhancing learner academic performance and (b) the self-directed learning skills reflected in teachers’ teaching behaviour that enhanced learner academic performance. This study followed a basic qualitative study method in which semi-structured interviews were conducted with 12 purposively selected teachers from lower quintile primary schools. The participants listed a supportive school environment, collegiality, organisations, and community projects that support education in small towns as extrinsically motivating contextual factors. Furthermore, the reciprocal influences of communities with a low socioeconomic status, poor parental involvement, ill learner discipline, and limited support from the Department of Basic Education in providing specialised psychological and remedial support for struggling learners were factors that had a negative bearing on the participants’ relatedness, competence and autonomy. Future research is needed to explore the drivers of motivation in lower quintile schoolteachers by using a greater sample of participants from primary and secondary schools. en_US
dc.format.extent 14 pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject Motivation en_US
dc.subject Lower quintile schools en_US
dc.subject Self-determination theory en_US
dc.subject Self-directed learning en_US
dc.subject Teachers en_US
dc.subject.lcsh Motivation in education en_US
dc.subject.lcsh Academic achievement en_US
dc.subject.lcsh Self-managed learning en_US
dc.subject.lcsh Education, Primary en_US
dc.title A self-determination theory perspective of teacher motivation and self-directed learning skills to enhance academic performance in selected lower quintile primary schools en_US
dc.type Article en_US

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