Introduction
Motivation is a natural desire that compels people to engage in an activity for its satisfaction. Students’ desire to complete a task can facilitate their learning; however, since student learning can be influenced by external factors such as rewards, teachers must motivate students. Teachers support to student autonomy, positive relationships with students, effective teaching methods and proper education system administration contributes to the efficient delivery of educational services have shown to improve student learning significantly.
Roles of Teachers in Students Motivation
Teachers can support student autonomy, relevance, importance, competence, teacher interest in the subject, and self-efficacy to increase students’ motivation to learn. For example, by helping students’ freedom of choice, educators enable students to discover themselves, their interests, and their values. This results to goal-based learning which encourages and guides individuals in a particular direction. A student eager to learn is more likely to reach their goals. Students usually learn due to their enjoyment and interest in the subject, which gives what they know deep meaning and impact on their lives. Students learn best when there is a real benefit or value to their learning (Aguilera-Hermida, 2020). Intrinsically motivated students are more eager to succeed and do better at the tasks they are given. Teachers play an essential role in creating a learning atmosphere for students.
Teachers help students become masters of their own lives, grip ownership of their work and evolve personal interests that increase students’ motivation and desire to learn. An example; teachers help students learn by connecting with their students’ private worlds. By clicking instructions with students’ experiences, teachers make learning tasks more relevant to students’ worlds. It will be interesting for students who understand the importance of certain concepts in their daily life and their significance. Students must realize the connection between the activities they participate in at school and their meaning in life (Wei et al., 2019). For example, students can write reflections about how the course material has affected their lives.
When teachers develop positive relationships with students, they are inspired to learn. Building trusting relationships takes time as teachers must know their students and their interests (Bal-TaĹźtan et al., 2018). For example; teachers should open and regularly share stories of their successes, struggles, failures and successes to build that trust. People’s internal behaviors are stimulated when their basic need for relatedness is met, which can increase their motivation to learn. Building relationships can be challenging for students; on the other hand, positive and encouraging behaviors can help students find their inner inspiration. Teachers encourage students to study by giving them constructive feedback to build competence. Students gain confidence in their abilities and learning style by receiving input and controlling their learning (Niemi & Kousa, 2020). When teachers provide constructive criticism of their efforts, students are encouraged to work hard and succeed.
Teachers who are positive and passionate about their subject or work often place great value on their teaching methods. Students observe the performance and behavior of their teachers in the classroom. For example, teachers’ attitudes, and interests to teaching can affect students’ learning motivation. Teachers’ confidence in their ability to use effective teaching methods, manage the classroom, and engage students enhances student learning (Esra et al., 2021). Students can ask questions, reflect, and remain actively involved with the topic.
Proper jurisdiction in the education system contributes to the efficient delivery of educational services as incentives, information, appropriate standards, and accountability encourage the high performance of public service providers. The administration establishes a well-planned curriculum that promotes student motivation, achievement and perseverance (Burić & Kim, 2020). Teachers for example can design courses in many rich ways to learn more effectively and develop students’ interests. Teacher’s passion for the material and demonstrating it, the importance of the subject material, the apparent importance of the curriculum, the correctness of the level of difficulty, dynamic learning methods and the delivery strategies are stated by institution or the country’s education officers. When course learning objectives are linked to activities and assessments, students develop conceptual understanding, remember to connect ideas and begin to construct their knowledge. These results are good news in terms of students’ self-awareness. Although one cannot control students’ attitudes toward materials before they enter the courses, instructors can completely control attitudes and behaviors and the learning environment, and determine course layout, content, and assessment measures.
Conclusion
Motivation impacts student learning; although students have an innate ability to learn, much depends on the involvement of teachers. A student’s knowledge, enthusiasm, and drive for a task may decline and require outside assistance. This external support is usually provided by teachers, whose job is to create a good learning environment for students. Supporting the development of the student’s independence, importance, competence, teacher’s interests, and teaching ability in the subjects taught is considered the teacher’s role in developing students’ motivation. Although students may have an intrinsic or extrinsic motivation to learn, the teacher’s role in supporting student learning and creating an appropriate environment increases their motivation to learn. Naturally, more motivated students, want to learn more and achieve more. However, it is also true that better teaching leads to a more satisfying learning experience, which increases student motivation. Therefore, it should not be surprising that students are motivated to use the same forms and methods to study effectively.
References
Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. Web.
Bal-Taştan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366. Web.
Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. Web.
Esra, M. E. Ş. E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), 11-22. Web.
Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in education and science. Web.
Wei, X., Liu, X., & Sha, J. (2019). How does the entrepreneurship education influence the students’ innovation? Testing on the multiple mediation model. Frontiers in psychology, 10, 1557. Web.