Motivation as critical factor for teacher development in contextually challenging underperforming schools in South Africa

Abstract

There is considerable interest in teacher development at present. This is especially so at underperforming schools, where teacher development is seen as an essential ingredient in transforming these schools into performing schools. Since many teachers at these schools might be reluctant to participate in development activities, it is important to identify the factors that might motivate them to do so. This article first surveys the literature on aspects of motivation, professional development and adult learning principles in relation to contextual factors that affect underperforming schools and various motivation theories. The article then reports on a qualitative study that was used to explore the factors that motivate teachers to participate in development activities. These are related to theories of motivation as well as principles of adult learning. The underlying assumption is that a greater understanding of these factors could help development programme designers devise ways of encouraging teachers at underperforming schools to participate in professional development activities.

Teachers’ Aspirations to Improve their Classroom Interaction

“…Our findings suggest that teachers' willingness to improve their classroom interactions with students is based on their professional needs as well as opportunities to learn. This finding is in line with recent research on teachers' motivation to learn (Heystek & Terhoven, 2015;McMillan, McConnell, & O'Sullivan, 2016). This work contributes to an emergent understanding of teachers' motivations to develop classroom interaction knowledge in the workplace.…”

Identifying the administrative challenges encountered by the principals in low-performing public secondary schools of Faisalabad District, Pakistan

“…Additionally, Ch7 (Inadequate professional development, 83.2%) ranks second in the challenge list as a major hindrance for school improvement. As a school leader, the principal must have the foresight for effective, efficient, and dynamic principles in handling matters between the school, staff, and the host community, it is only possible by adequate and continuous professional growth and advancement (Chu & Cravens, 2012;Heystek & Terhoven, 2015).…”

“…Accordingly, all difficulties must be minimized, so the learner outcome should be at the ultimate possible level (Bush & Glover, 2016;Mazzeo, 2003). Inevitably, the school principal position now is demanding, highly complex, changing, and dynamic, which requires strategic approaches to transform low-performing schools into defensible betterment among students (Heystek & Terhoven, 2015;Holmes, Clement, & Albright, 2013). The basic approaches are managing the instructional program, maintaining, and developing staff, redesigning the school organization, setting directions, and improving school culture to maximize organizational effectiveness and student improvement.…”

“…Holmes et al (2013) also pointed out that the principal's role is pivotal as an instructional leader to enhance the prevailing issues such as motivating teachers, increasing school capacity, and facilitating a good teaching and learning environment. Heystek and Terhoven (2015) narrated that effective leadership is also conducive to strong relations with teachers and prolific school-family-community partnership to better the school performance. In addition, the principal role is usually considered as a mentor and changing agent in terms of school creativity and innovation.…”

Relationships Between Coach Support and Teachers’ Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA)

“…A study in Malawi found that poor allowances received during training as well as poor conditions of service contributed to a lack of motivation among teachers to bring new practices into their classrooms (Selemani-Meke, 2013). In contrast, in South Africa, teachers from underperforming schools were motivated to engage in professional development activities based on a passion for working with children from disadvantaged backgrounds, acknowledgment from school leaders, the approach used to inform teachers of development activities, feelings of empowerment after learning new strategies, and the style of the presenters delivering the training (Heystek & Terhoven, 2014). Properly designed professional development activities, therefore, can increase teacher motivation to participate and use new strategies learned.…”