This is a decommissioned version of ERA which is running to enable completion of migration processes. All new collections and items and all edits to existing items should go to our new ERA instance at https://ualberta.scholaris.ca - Please contact us at erahelp@ualberta.ca for assistance!
- 210 views
- 290 downloads
Enhancing our understanding of teachers' personal responsibility for student motivation: A mixed methods study
-
- Author(s) / Creator(s)
-
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. -
- Date created
- 2018-01-01
-
- Subjects / Keywords
-
- Type of Item
- Article (Published)