Enhancing our understanding of teachers' personal responsibility for student motivation: A mixed methods study

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  • As measured by the Teachers Responsibility Scale, teachers appear to have surprisingly
    low levels of personal responsibility for student motivation even though they qualitatively
    identify low student motivation as a major teaching concern. Thus, the purpose of
    the current mixed methods research was to compare the way teachers’ respond to
    items about personal responsibility for student motivation quantitatively and qualitatively.
    We used a convergent sequential mixed method design to answer the following
    research question: How do practicing teachers’ perceptions and experiences of being
    personally responsible for student motivation converge with a quantitative measure
    of the construct? One hundred and 80 practicing teachers completed a self-report
    questionnaire on personal responsibility and then six teachers were purposefully sampled
    to participate in small-group interviews sharing their perspectives on responsibility for
    motivation specifically. The quantitative and qualitative data were analyzed separately
    and then integrated through a qualitative dominant crossover mixed analyses. Five mixed
    insights emerged and are represented in a joint display: dominance of interest, shared
    responsibility, divergent specificity and valence, complete alignment, and missingness
    of professional perspective. The mixed insights have important implications for theory,
    research, and practice and highlight the contribution that mixed methods can have in
    advancing motivation research.

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    Article (Published)
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    Attribution-NonCommercial 4.0 International