Teachers' beliefs about their responsibility for students' academic motivation (a phenomenological study)

Document Type : Research Paper

Authors

1 Ph.D in Curriculum, Ferdowsi University of Mashhad, Mashhad, Iran

2 Associate Professor, Department of Curriculum studies and Instrucion, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran

3 Professor, Department of Curriculum studies and Innstrucion, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran

4 MA in Curriculum, Ferdowsi University of Mashhad, Mashhad, Iran

Abstract

The present research was conducted with the aim of teachers' beliefs about their responsibility for students' academic motivation. Due to the need to deeply understand teachers' beliefs and responsibilities, a qualitative approach and phenomenological method were used. The scope of the research included elementary school teachers of Mashhad, of which 15 were purposefully selected. The interviews continued until theoretical saturation and five themes and fifteen components were identified. In answering the first question, the three dimensions of duty-oriented, support-oriented and contingent responsibility and in relation to the second question, active exposure based on the facilitation of the teaching-learning process and the connection between family and school and passive exposure based on the complexity of the teaching-learning process and the limitations of the teaching-learning process were identified. became The findings of the research show that the scope of teachers' beliefs regarding their responsibility is wide and requires reflection and revision. Therefore, regarding the mechanism of teachers' competence, the component of their beliefs should be taken into consideration, which will guarantee the requirement of comprehensive education.

Keywords

References

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