Teachers’ motivation and its influence on quality education: A study at a center for foreign languages in Vietnam

Hung, Luu Nguyen Quoc

doi:10.22144/ctu.jen.2020.020

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…The questionnaire had nine demographic questions, while the 48 questions were related to the latent variables such as accreditation, motivation, and higher education performance. The detail of the scale items and their corresponding authors is as follows: five accreditation items (Seema et al, 2017); eighteen motivation items (Cruz et al, 2009;Hung, 2020;Mertler, 2001); twenty-five higher education performance items, including five TP items (Dicker et al, 2018;Goos & Salomons, 2017); five RP items (Yaakub & Mohamed, 2020); and fifteen SP items (Asif et al, 2013;Asif & Searcy, 2014;Badri & Abdulla, 2004;Hui et al, 2003;Nedwek & Neal, 1994).…”

Section: Methodsmentioning

confidence: 99%

Examining the Effect of Accreditation on Higher Education Performance through Motivation as a Mediator

Iqbal

Taib

Razalli

2023

Participatory Educational Research

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The purpose of this study is twofold: first, to gain insight into the direct effect of accreditation on motivation and higher education performance, and the direct effect of motivation on higher education performance. Second, to examine the indirect effect of accreditation on higher education performance through motivation in the university setting. The study uses a quantitative research approach and collects data from administrative managers at 105 Pakistani universities through face-to-face and online survey methods, and the said data is subsequently analyzed using PLS-SEM. The findings reveal that accreditation has a substantial effect on motivation and higher education performance, and motivation has a considerable effect on higher education performance. Also, accreditation has an indirect effect on higher education performance through motivation. The study contributes empirically by examining the effects of accreditation on motivation and higher education performance and broadens theoretical understanding by introducing motivation as a mediator related to accreditation and higher education performance. Policymakers, administrators, and quality managers can leverage the findings of this study by motivating their academic staff to effectively implement accreditation standards. Furthermore, operationalizing higher education performance through teaching, research, and service will assist policymakers in bringing excellence to their universities by emphasizing these three roles/missions equally.

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Section: Methodsmentioning

confidence: 99%

Examining the Effect of Accreditation on Higher Education Performance through Motivation as a Mediator

Iqbal

Taib

Razalli

2023

Participatory Educational Research

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“…The items used to measure the latent variables were based on a 5-point Likert scale, where 1 = strongly disagree and 5 = strongly agree. The detail of the adapted scales and their items is as follows: IMOT and EMOT were measured using two scales, with nine items for each scale, and were developed by previous researchers (Mertler, 2001;Cruz et al, 2009;Hung, 2020). Similarly, QC was measured by adapting a four-item scale (Wu, 2015).…”

Section: Methodsmentioning

confidence: 99%

Influence of intrinsic and extrinsic motivation on higher education performance: mediating effect of quality culture

2023

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This study intends to investigate the effects of intrinsic and extrinsic motivation of faculty on higher education performance through quality culture in public and private universities of Pakistan. The study uses a nationwide survey approach, while data are collected from administrative managers through online and in-person questionnaires using stratified random sampling techniques. Of the 150 questionnaires distributed, 111 were received, however, 105 are considered valid while the data are analyzed by PLS-SEM. The results revealed the significant effect of intrinsic motivation and quality culture on higher education performance, and of intrinsic and extrinsic motivation on quality culture; however, the effect of extrinsic motivation on higher education performance is not empirically supported. Besides, quality culture is found to be a statistically significant mediator in the relationship between intrinsic motivation and higher education performance, and extrinsic motivation and higher education performance. The relatively smaller sample size and reliance on administrative managers as the sole respondents are the possible weaknesses of this study. This study has expanded the theoretical and empirical understanding by introducing intrinsic motivation and extrinsic motivation as predictor variables in relation to higher education performance and implicating quality culture as a mediator. This study has important implications for policymakers, administrators, and quality managers to focus on employees’ motivation to create a quality culture, which in turn will improve the performance of their respective organizations.

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“…Not only students but also teachers increase their motivation by having student-teacher interaction in the classroom. Teacher's motivation is a powerful drive that pushes and stimulates teacher to keep doing the professional job they have so that they could show significant improvements Hung (2020). Asemah (2010) as cited by Azubuike & Oko (2016) further adds that teacher's motivation refers to a group of desires, needs, and other forces owned by the teacher to do the desired things academically in a productive manner.…”

Section: Teacher's Motivationmentioning

confidence: 99%

Explanatory Study of Student-Teacher Interactions, Students’ Academic Motivation, and Teacher’s Motivation in English Classes

Putri,

Pratama,

Fitriati

2023

celt

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This study aims to determine the relationship between student-teacher interaction, students' academic motivation, and the teacher's motivation in the eighth-grade English classroom. Quantitative and qualitative data on student-teacher interaction and academic motivation in English learning were collected using a questionnaire, observation, and interview. 137 eighth-grade students at Semarang's Karangturi junior high school in the academic year 2022-2023 were the subjects of this study. Using an observation sheet from Ottevanger (2001), it was determined to see to what extent the teacher uses student-teacher interaction to increase students' and teachers' academic motivation. A final interview is conducted with the English teacher to determine her perception of student-teacher interaction. The results demonstrate a correlation between student-teacher interaction and students’ academic motivation in English classes. The instructor utilizes these interactions by posing questions and issuing directives. Moreover, the instructor concurred that student-teacher interactions are highly beneficial for both students and instructors.

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Teachers’ motivation and its influence on quality education: A study at a center for foreign languages in Vietnam

Cited by 3 publications

References 12 publications

Examining the Effect of Accreditation on Higher Education Performance through Motivation as a Mediator

Examining the Effect of Accreditation on Higher Education Performance through Motivation as a Mediator

Influence of intrinsic and extrinsic motivation on higher education performance: mediating effect of quality culture

Explanatory Study of Student-Teacher Interactions, Students’ Academic Motivation, and Teacher’s Motivation in English Classes

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