Động lực của giáo viên và ảnh hưởng của nó tới việc dạy học trên lớp một nghiên cứu trường hợp cụ thể linguistics

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************** NGÔ THỊ KIM ANH TEACHER MOTIVATION AND ITS INFLUENCE ON THEIR CLASSROOM TEACHING A CASE STUDY (Động lực giáo viên ảnh hưởng tới việc dạy học lớp Một nghiên cứu trường hợp cụ thể) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 HANOI – 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************** NGÔ THỊ KIM ANH TEACHER MOTIVATION AND ITS INFLUENCE ON THEIR CLASSROOM TEACHING A CASE STUDY (Động lực giáo viên ảnh hưởng tới việc dạy học lớp Một nghiên cứu trường hợp cụ thể) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Supervisor : Assoc Prof Dr Lê Văn Canh HANOI – 2017 DECLARATION I, Ngô Thị Kim Anh, an MA learner of the Faculty of Post - Graduate Studies of ULIS., hereby declare that this thesis is my own work Documented references have been provided full In addition, this thesis has not been submitted for assessment in other formal courses in any other university I also accept all the requirements of ULIS relating to the retention and use of M.A Graduation Thesis deposited in the library Hanoi, July 2017 Ngô Thị Kim Anh i ACKNOWLEDGEMENT I wish to acknowledge the support of people who assisted me to complete the thesis Firstly, I would like to express my greatest gratitude to my thesis supervisor, Assoc Prof Dr Lê Văn Canh, who was always ready to give me wholehearted guidance and valuable encouragement during the time of conducting the research I would also like to thank the Management Board and all the enthusiastic lectures of Faculty of Post-graduate Studies, University of Language and International Studies, Vietnam National University, Hanoi for their useful lectures and their support for learners I am thankful to four teachers at Einstein high school and one teacher at Tran Nhan Tong High School for their big devotions of time and efforts to participating in my study Without their enthusiastic help, this thesis could not have been successfully conducted Finally, I would like to express my profound gratitude to my beloved family for providing me continuous engagement throughout my years of study and through the process of researching and writing the thesis Without all their help, this accomplishment would not have been possible Hanoi, July 2017 Ngô Thị Kim Anh ii ABSTRACT Teacher motivation plays an important role in the promotion of teaching and learning in foreign language education despite the lack of concern about it This study investigated some aspects of teacher motivation: the motivation for choosing teacher as a career; the changes of teacher motivation in their career life; and teacher motivation‟s influence on their classroom teaching The study was conducted by using qualitative analysis The data were collected from email interviews and observations of five sample teachers at two high schools in Hanoi The results of the study reveal that intrinsic motivation is the most chosen reason for deciding to be a teacher; teacher motivation changes insignificantly despite the difficulties and some participants‟ altruistic motivation turns to intrinsic one; intrinsic motivation seems stronger than extrinsic motivation; and good teaching by those who are highly motivated may bring positive outcomes to students iii TABLE OF CONTENTS Declaration I Acknowledgement II Abstract III Table of contents .IV Abbreviations VII List of tables VIII PART A: INTRODUCTION 1 Background of the study 1.1 The Role of Teachers 1.2 The Recent Situation of Teaching English in Vietnam A Brief Description of the Study 2.1 Significance of the Study 2.2 Aims of the Study 2.3 Research Questions 2.4 Scope of the Study 2.5 Design of the Study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Motivation 1.2 Teacher Motivation 1.2.1 Definition of Teacher Motivation 1.2.2 Models of Theoretical Framework of Teacher Motivation Research 1.2.2.1 Expectancy-Value Theory (EVT) 1.2.2.2 Achievement-Goal Theory (AGT) 1.2.2.3 Self-Determination Theory (SDT) 1.3 Studies on Motivation and Demotivation of Teachers 10 1.4 Identification of the Gaps in Related Research 13 CHAPTER 2: METHODOLOGY 14 iv 2.1 Subjects 14 2.2 Context of the Study 14 2.3 Case study 15 2.4 Data Collection Instruments 15 2.4.1 Qualitative Method 15 2.4.2 Email Interview 16 2.4.3 Observation 17 2.5 Data collection procedure 17 2.6 Data Analysis 18 CHAPTER 3: FINDINGS AND DISCUSSION 19 3.1 Teacher motivation to choose teaching as a career 19 3.1.1 Intrinsic and altruistic motivations of the teaching job choice 19 3.1.2 Extrinsic motivations of the career choice 20 3.2 Teaching motivation and demotivation of in-service teachers 21 3.2.1 Intrinsic and altruistic motivation of in-service teachers 21 3.2.2 Extrinsic motivation of in-service teachers 22 3.2.3 Teachers‟ highest goal and expectancy 22 3.2.4 Teaching demotivation of in-service teachers 23 3.3 Changes of teaching motivation 25 3.3.1 Changes of opinions about teaching values 25 3.3.2 Changes of teaching enthusiasm 26 3.3.3 Teaching job determination 27 3.4 Teacher motivation‟s influence on their classroom teaching 28 3.4.1 Teacher motivation and class preparation 28 3.4.2 Teacher motivation‟ influence on their regulation of lesson plans in classroom 29 3.4.3 Teacher motivation‟s influences on their efforts to make a good classroom environment 30 3.4.4 Teacher motivation‟s influences on their teaching innovation 32 3.4.5 Teacher motivation and self-reflection on teaching 34 v 3.4.6 Teacher motivation‟s influences on the two representatives‟ classroom performance 36 3.4.6.1 Observation of a Private School Teacher‟s Classroom Teaching 36 3.4.6.2 Observation of a State School Teacher‟s Classroom Teaching 39 PART C CONCLUSION 42 Conclusion 42 Limitations 44 Recommendations for Future Research 45 REFERENCES 46 APPENDICES I vi ABBREVIATIONS T Teacher S Student Ss Students P1 participant P2 participant P3 participant P4 participant P5 participant Q question EVT expectancy-value theory AGT achievement-goal theory SDT self-determination theory O1 observation O2 observation O3 observation ULIS University of Languages and International Studies EFL English as a foreign language vii LIST OF TABLES Table 1: Intrinsic motivation to choose the job as an English language teacher Table 2: Extrinsic motivation to choose the job as an English language teacher viii PART C CONCLUSION The part presents the study‟s conclusion basing on the analysis in the Part B Then the limitations and the recommendations for further studies will be given Conclusion Undeniably, teachers occupy an important position in education in Vietnam because of their direct influences on Ss‟ learning motivation Especially, in the context of worrying situation of teaching and learning English in Vietnam (also shown in Project 2020‟s results), the importance of improving the quality of English teachers should be perceived fully and urgently However, teacher motivation, which has been identified as a key factor in determining the quality of teacher workforce, has not received much concern from the government, the public, or the research field The study reviews the basic theories of teacher motivation including the definition of general motivation; teacher motivation; the Expectation-Value theory (EVT); the Achievement-goal theory (AGT); and the Self-determination theory (SDT) Then an overlook of the previous teacher motivation studies is presented After that, an investigation with email interviews and classroom teaching observations is carried out to have a deeper understanding about teacher motivation The five participants are the teachers of two schools A qualitative analysis is done in order to discover (1) the reasons why the participants chose teaching as a career; (2) the changes of teacher motivation in their teaching process; and (3) the teacher motivation‟s influence on their classroom teaching The first result of the study shows the pre-service teacher motivation for choosing teaching as their career There are both intrinsic (including altruistic) and extrinsic reasons for their choice Among them, the most chosen reason is the love for working with children, which is an intrinsic or also altruistic motivation Two other intrinsic motivators are enjoyments of teaching; and self-belief of ability to impart knowledge Some extrinsic factors are identified: good or stable income (which is the most chosen factor); flexible working time; admirable for old teachers; and job stability The second finding is related to the in-service teacher motivation and demotivation Two main intrinsic factors are discovered to have positive impacts on the participants‟ teaching: the desire for Ss‟ achievements and the love for job 42 Besides, their teaching has been encouraged by extrinsic motivation The study also explores that the highest goals and expectations of the participants are mostly intrinsic factors: help Ss get improvements and get professional achievements However, the participants are affected negatively by some of the demotivators: Ss‟ bad learning attitudes (the most mentioned factor); low salary or school‟s unsatisfactory compensation for T‟s efforts; Ss‟ lack of respect for teacher or Ss‟ moral issues; health issues; limited time; poor school facilities All of the four private school participants, the less experienced teachers, are not very satisfied with their achievements in comparison with their expectations meanwhile the state school participant, the more experienced teacher, is quite satisfied with her achievements Some of the negative factors which make the teachers the most disappointed are: Ss‟ lack of studying motivation; inequality between private school teachers and state school teachers; unsatisfactory compensation; lack-of-practice curriculum However, their love for teaching is influenced insignificantly In short, the research results follow some findings of the previous research that intrinsic motivation tends to be stronger than extrinsic motivation The next finding of the study is the change of teacher motivation in their career life In terms of the teachers‟ change in goals, the teaching values of the younger teachers are normally derived from utility values (usefulness of teaching) or attainment values (achievements of teaching), then change into attainment values, or change from extrinsic motivation into intrinsic motivation These changes are supposed to help sustain teachers‟ intrinsic motivation Moreover, the teachers‟ enthusiasm for teaching has experienced an insignificant change Sometimes some of them feel depressed with the job because of mostly the extrinsic demotivation but it is just a temporary feeling Meanwhile the older teacher‟s motivation seems to decrease due to some of extrinsic factors such as health issues or family‟s condition Most of them still have such a high determination in their job that they not want to change into another job even if they have a chance to Another exploration is about teacher motivation‟s influence on their classroom teaching It is supposed from the exploration that the intrinsic motivation has the strongest influences on their lesson plan preparations, their teaching regulation, their 43 efforts to make good learning environment, and their teaching innovations In general, the positive outcomes are predicted to be achieved Also, the self-reflections as a teacher are also built in order for the participants to self-assess their own personalities and abilities, then they can promote the strengths and improve the weakness Last but not least, the study discovers some advantages and disadvantages from the participants‟ real teaching Their performances reflect fitness for their replies in email interview It can be seen that both of the teachers have careful preparations, good professional skills, good class management, modern teaching methods Their motivation to make such efforts in class may benefit Ss‟ learning Students are supposed to get positive outcomes from the two speaking lessons However, the private school teacher‟s observations show some unmentioned factors that may cause negative outcomes such as teacher‟s wrong assumption of Ss‟ language perception or the lack of teacher‟s excitement about some certain language skills The state school teacher‟s observation shows the lack of encouraging attitudes to Ss comments may not be helpful in motivating Ss to learn The result suggests that teachers should pay attention to the nurture of teaching motivation, keep the balanced encouragement among different language skill classes, or avoid wrong assumptions about learners‟ language acquirement Limitations The study has certain limitations which need to be improved in the future research Firstly, the study has a limited number of five participants of two high schools The findings may not be the generalization for the majority of teachers in our country Secondly, the research is totally qualitative with most of the open-ended questions, so the participants‟ answers may not present the whole range of comprehensive factors of teacher motivation Thirdly, the observations in the research are quite few One of the most difficulties in the study process is to ask for observation permission from the school boards because of the security reason The researcher was refused to enter some teachers‟ classes; therefore, only one observation of the state school teacher was carried out More observations of the participant P5 should have been done so that the findings can be more comprehensive One more limitation is that the study does not have a deep analysis as 44 it covers quite lots of aspects in teacher motivation Selecting key issues to discuss may help the research be built in a more concise structure Last but not least, the researcher met certain obstacles during the research process because the theme of teacher motivation is quite new in Vietnamese educational research There is no basic theoretical framework in the context of Vietnam There may be unavoidable restrictions in the study which need more suggestions and recommendations from teachers, researchers or experts so that the later studies can be better Recommendations for Future Research There are some suggestions that the future studies may take into consideration First, the theme of teacher motivation is really a fertile field of study There are a range of gripping potential subthemes of teacher motivation such as: teacher motivation and student motivation, teacher motivation and student performance, motivation of rural teachers and urban teachers, motivation of private school teachers and state school teachers, etc The second recommendation is the future research should be carried out in both quantitative and qualitative with more participants in order to take a comprehensive picture of items affecting teacher motivation The study has just been conducted with quite young participating teachers, therefore the change in teacher motivation is not very clear or strong in the study The future studies should be carried out with the older teachers who have 15-20 experience years in order to discover the erosion of teaching motivation, then some recommendations for nurturing the motivation will be suggested From this study, an interesting issue is questioned that whether the private school teachers have stronger teaching motivation and more demotivators than the state school teachers because of some inequalities related to the labor contracts, chances for professional development, or the compensations If the following research can make a scientific exploration on this theme, the findings may bring the suggestions making positive policies to improve teacher motivation 45 REFERENCES Atkinson (1957) Motivational Determinants of Risk-Taking Behavior Psychological Review Bastick, T (2000) Why teacher trainees choose the teaching profession: comparing trainees in metropolitan and developing countries International Review of Education Bennell, P and Akyeampong, K (2007) Teacher Motivation in Sub-Saharan Africa and South Asia, Brighton, Centre for International Education University of Sussex Boz, Y., & Boz, N (2008) The reasons of becoming teachers of chemistry and mathematic pre-service teachers Kastamonu Eğitim Dergisi, 16(1), 137– 144 Broussard, S C., & Garrison, M E B (2004) The Relationship between Classroom Motivation and Academic Achievement in Elementary School-Aged Children Family and Consumer Sciences Research Journal, 33(2), 106– 120 Butler, R., 2007 Teachers’ Achievement Goal Orientations and Associations with Teachers’ Help Seeking: Examination of a Novel Approach to Teacher Motivation Journal of Educational Psychology 99, 241–252 Candace Alstad – Davies (2016) How Teachers Use Self-Reflection and Evaluation in Education Education Career Development to Enhance Educational Skills, March 6, 2016 Carr-Hill, Roy (1984) Primary Education in Tanzania A review of the Research Education Division Document No 16, SIDA Sept., 1984 Chisato Tanaka (2010) An Exploration of Teacher Motivation: A Case Study of Basic School Teachers in Two Rural Districts in Ghana University of Sussex 10 Cristina – Georgiana Voicu (2012) Over Mother Tongue in English Language Teaching Cultural and Linguistic Communication, Volume 2, issue July / September 2012, pp 212-218 11 Deci, E L., & Ryan, R M (1985) Intrinsic motivation and self-determination in 46 human behavior New York: Plenum 12 Deci, E L., Koestelr, R., & Ryan, R M (1999) A Nieta-anualytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation Psychological Bulletin, 125, 627-668 13 Dinham, S & Scott, C (2000) Moving Into The Third, Outer Domain Of Teacher Satisfaction, Journal of Educational Administration 14 Dörnyei (2001) Motivational Strategies in the Language Classroom Cambridge: Cambridge University Press 15 Dörnyei (2005) Motivation and Self-Motivation, The Psychology of the Language Learner: Individual differences in Second Language Acquisition Mahwah, New Jersey: L Erlbaum 16 Dr Muhammad Tayyab Alam, Ms Sabeen Farid (2011) Factors Affecting Teachers Motivation International Journal of Business and Social Science, Vol No 1; 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Có anh/chị muốn bỏ nghề dạy học khơng? Vì có? Vì khơng? Mục đích cao anh/chị nghề dạy học gì? Vì anh/chị có mục đích đó? Những yếu tố tác động tích cực tới lịng u nghề anh/chị? Những yếu tố tác động tiêu cực tới lòng yêu nghề anh/chị? Giả sử có hội khác anh/chị có đổi nghề khơng? Tại sao? Chủ trương chuẩn hóa lực Tiếng Anh giáo viên có ảnh hưởng tới nhiệt huyết giảng dạy anh chị? Vì vậy? 10a Trung bình anh/chị dành thời gian để soạn giáo án cho dạy 10b Khi soạn giáo án anh/chị quan tâm vấn đề gì? Vì sao? 10c Khi dạy lớp anh/chị có thay đổi so với giáo án khơng? Vì sao? Hãy cho ví dụ cụ thể? 11a Trong q trình giảng dạy anh/chị có đổi phương pháp dạy học? Hãy cho ví dụ cụ thể? I 11b Vì anh/chị thấy phải đổi cách dạy mình? 11c Anh/Chị lấy ý tưởng đổi phương pháp giảng dạy đâu? 12a Học sinh ảnh hưởng đến cách dạy lớp anh/chị 12b Trên lớp anh/chị thường làm để tạo mơi trường học tập tốt cho học sinh? 13a Mong muốn lớn anh/chị nghề dạy học với tư cách giáo viên gì? 13b Anh/Chị đạt mong muốn mức độ nào? 13c Yếu tố làm cho mong muốn anh/chị chưa thành thực? 14a Điều làm cho anh/chị thất vọng nghề dạy học? 14b Điều tác động đến lịng u nghề anh/chị nào? Vì sao? 15 Bạn miêu tả hình ảnh anh/chị (điểm mạnh, điểm yếu) với tư cách giáo viên tiếng Anh trường phổ thơng Giới tính: Tuổi: Số năm dạy học: Nơi công tác nay: Cảm ơn anh/chị trả lời câu hỏi II APPENDIX B Class description of Participant (the private school teacher) Observation (O1): written form (grammar lesson) In the first observation, the Ss of class 10A5 were reported to have a lower level of English in consideration with Ss class 10A4 Most of them had lower learning motivation She had just taught the class for months The main steps of the lesson: - T informs the plan of the lesson: review the two tenses: Past Simple and Past Continuous - T delivers the last exams to Ss: writes the answers on board, emphasizes and explains the mistakes Ss gave the feedback that T should write the tasks in Vietnamese so that they could understand the exam‟s requirements T refused and gave the reasons, then encouraged Ss to get acquainted with reading the tasks in English - T asks Ss to practice more the two tenses: T explains the use of two tenses, writes the exercises on board, Ss write down the tasks in their notebooks, then the exercises - T goes around the class to observe and support Ss, especially Ss spends more time on the weak ones A part of Ss exercises attentively, some other things or talk - Ss present their answers on board - The language used in class was mostly Vietnamese Observation (O2): written form (grammar lesson) The second observation was done in class 10A4, which was better than class 10A5 T gave a grammar lesson on Present Perfect tense - T introduces the lesson content - T writes the structures of Present Perfect tense on board, then give some examples The examples are about the Ss themselves Ss are happy with the examples - From the examples, T explains the use of Present Perfect, then distinguish the meanings of some signal words: since, for, etc Ss take notes in their notebooks - T asks Ss to the exercises, gives Ss some irregular verbs so that they can the tasks - T answers some Ss‟ questions about the lesson, writes some new words on board III - T goes around continuously to support Ss Most of Ss exercises attentively - Ss present their answers on board - The language used in class was mostly Vietnamese Observation (O3): video recording form (speaking lesson) The last observation of P1 was done in class 10A4 with a speaking period (Unit 3: People‟s background) Here is a brief description the researcher transformed from the videos: - Warm-up: guessing game: T gives instructions: Ss ask T some questions to get information about the person hidden in the picture, then Ss guess who is in the picture Ss give the correct answer: Einstein Albert - Pre-speaking: T suggests some items which can be used to ask about people‟s background Ss give the answers, T writes the items on board, then T suggests some questions can be used to ask people‟s background - While-speaking: + T gives Ss handouts in which Ss work in pair to a role-play task: each pair practices an interview between a journalist and a famous person + The journalist will ask the famous person some questions about her/his background One student is the journalist, the other plays as a famous singer or actor + Ss practice the task using the suggestions in their handouts + T goes around to support Ss + T asks some pairs to produce the interview in front of the class + T motivates Ss to finish their interview, then gives the feedbacks - Post-speaking: T asks Ss to write a paragraph to describe one of their favorite famous people - The used language is mostly English, but sometimes T translates into Vietnamese right after speaking English or when Ss cannot understand her instruction IV APPENDIX C Classroom description of Participant (the state school teacher) Video recording: a speaking period (Unit 2: Your body and You – The pilot version of New English Textbook 10) - Warm-up: + T organizes “hangman” game to guess the two habits: eating what you like; reading regularly, Ss attend the game enthusiastically + T asks Ss some questions about the two habits: you have these habits? Do you think it‟s good or bad? Why?; Ss raise their hands to give the answers; T writes down Ss‟ answers on board - Pre-speaking: T asks Ss‟ opinions about some habits in the textbook: Is the habit good or bad?; Ss answer freely - While-speaking + Task 1: T gives handouts and asks Ss to write their opinions about the habits on handouts (work in group) (ask Ss to repeat her instruction to make sure they understand the task): T goes around to observe Ss, writes useful language on board; T asks some Ss to talk about their opinions + Task 2: T asks Ss to discuss in group their habits; T asks Ss to talk about their own habits + Task 3: Practice the idiom “Kick a habit”: T asks Ss to list some bad habit, then make a list of “Dos” or “Don‟ts”, T asks Ss to present their ideas - Post-speaking: Task 4: T gives a situation; asks Ss to work in pair to discuss the suggestions of making a good habit for the situation - The most of language used by T and Ss is English V ... ITS INFLUENCE ON THEIR CLASSROOM TEACHING A CASE STUDY (Động lực giáo viên ảnh hưởng tới việc dạy học lớp Một nghiên cứu trường hợp cụ thể) M.A MINOR PROGRAMME THESIS Field : English Teaching