What motivates students? A study on the effects of teacher leadership and students’ self-efficacy

Öqvist, Anna; Malmström, Malin

doi:10.1080/13603124.2017.1355480

Cited by 37 publications

(23 citation statements)

References 87 publications

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“…The first aspect needed was the EFL teachers' self-motivation to learn and to develop HOTS -based questions. As a facilitator and controller in teaching learning environment, the teachers' awareness to motivate themselves to learn tends to provide further avenues into students' engagement and desire for educational activities and outcomes (Öqvist & Malmström, 2018). It indicates that, actually, besides up warding motivation from their own self, the teachers also need to be supported by the environment to increase their awareness and motivation to learn and to develop HOTSbased questions.…”

Section: Students' Real Life Context and Environmentmentioning

confidence: 99%

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Tyas

Nurkamto

Marmanto

et al. 2019

International Conference on Future of Education

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The significance of critical thinking as one of the 21 st century skills makes the Indonesian Ministry of Education and Culture integrate Higher Order Thinking Skill (HOTS) in the latest national curriculum. It requires teachers, as the curriculum implementers, facilitate students to be critical thinkers through the teaching and learning activities. Besides, the teachers need to have competence in developing HOTS -based questions in order to assess the students' HOTS. However, teachers' ability in this field is still disappointing. The aim of this study was to investigate the challenges faced by Indonesia English as Foreign Language (EFL) teachers in developing HOTSbased questions. The study employed qualitative method and made use of questionnaire to collect the data. The research participants were EFL teachers of secondary school level in some different regions in Indonesia. The findings showed that, despite the importance of HOTS, some factors were claimed as challenges for the teachers in developing HOTSbased questions, among others was the teachers' varied-perceptions towards HOTS. The challenges were classified into three aspects, namely teachers' aspect, teaching and learning aspects, and students' aspect. Hence, the conclusion was drawn to improve educational practice and as insights for educational stakeholders and policy makers.

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Section: Students' Real Life Context and Environmentmentioning

confidence: 99%

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Tyas

Nurkamto

Marmanto

et al. 2019

International Conference on Future of Education

View full text Add to dashboard Cite

show abstract

“…Öğretmen liderliği bağlamında yapılan ampirik çalışmalar öğretmen liderliğinin, okul müdürünün liderliği (Sebastian, Huang ve Allensworth, 2017), örgütsel öğrenme (Kurt, 2016), okul iklimi (Kılınç, 2014), sınıf iklimi (Aslan, 2011), öğrenci öz yeterlikleri (Öqvist ve Malmström, 2018) gibi çok sayıda değişkenle yakından ilişkili olduğunu ortaya koymaktadır. Buna karşın kavramın, öğretmen sınıf liderliği bağlamında ele alınması görece daha yeni bir tartışma alanı olduğu için, bu çerçevedeki ilişkisel çalışmalar henüz yeni sayılabilir.…”

Section: öğRetmen Liderliği Ve öğRetmen Sınıf Liderliğiunclassified

Relationship between Teachers' Change Tendencies and Classroom Leadership Levels

Korkmaz¹,

Köse

2019

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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The aim of this study to investigate the relations between teachers' classroom leadership levels and their change tendencies. 411 teachers working in the middle and senior high schools participated in the study. In the study; the Teacher Classroom Leadership Scale Teacher Form and Change Tendencies Scale were used as measurement instruments. In the study, descriptive statistics, correlation and regression analysis were used. Research findings show that there are positive and significant relationships between the positive dimensions of the change tendencies and classroom leadership levels of teachers. The findings revealed that entrepreneurship in change and belief in the usefulness of change positively affect teacher classroom leadership, while tendency of keeping the status negatively. In line with the results, it is recommended supporting the change tendencies and entrepreneurship of teachers by expanding the right of initiative at the school and classroom level.

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“…The results thus support the importance of teachers' leadership for encouraging student learning. [3] In responding to various demands of the community, teacher leadership as a class manager must be able to fulfill a demand by making changes to maintain the existence of the school by becoming an effective, efficient and quality school. [4] 2) There is a direct influence of Personality toward Motivation on Health Life Based on the results of calculations, a pathway coefficient score was obtained personality toward motivation of healthy life = 0.283 and t count 3.076, at the level α = 0.05 obtained t table 1.99.…”

Section: A Direct Effect Of Teacher's Leadership Personality Andmentioning

confidence: 99%

The Effects of Teacher’s Leadership, Personality and Cultural Values toward Motivation of Healthy Life

Khausar¹,

Putrawan²,

Neolaka³

2019

Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018)

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The aim of this research is to know the effects of teacher's leadership, personality and cultural values towards motivation of healthy life. A survey method was applied by involving 80 students of SMAN 1 East Labuhanhaji District of South Aceh in Aceh Province with simple random sampling technique. Data was collected by applying instrument of non-test and analyzed by applying path Analysis. There are some results of the research: The first, there is a direct effect of teacher's leadership toward motivation of healthy life. The second, there is a direct effect of personality toward motivation of health life. The third, there is a direct effect of cultural values toward motivation of healthy life. Fourth, there is a direct effect of teacher's leadership toward cultural values. The fifth, there is a direct effect of personality toward cultural values. Sixth, there is a direct and indirect effects of teacher's leadership toward motivation of healthy life through cultural values. Seventh, there is a direct and indirect effects personality toward motivation of healthy life through cultural values.

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What motivates students? A study on the effects of teacher leadership and students’ self-efficacy

Cited by 37 publications

References 87 publications

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Relationship between Teachers' Change Tendencies and Classroom Leadership Levels

The Effects of Teacher’s Leadership, Personality and Cultural Values toward Motivation of Healthy Life

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