The Motivational Practices of Professional Education Teachers: Their Influence to Preservice Teachers' Academic Performance

Authors

  • Corazon Genobili

Keywords:

motivational, professional education teachers, influence, academic performance

Abstract

This study assessed the motivational practices of the professional education teachers of the School of Liberal Arts and Teacher Education in one higher education institution and their influence on students’ academic performance. Data were collected from 240 pre-service teachers, who were selected using the random sampling technique. This descriptive-correlational study also employed a documentary analysis. A structured questionnaire was used to answer the questions regarding the motivational practices of in-service teachers in terms of a reward system, feedback about one’s progress, students’ self-activity, instructional materials, field trips or educational tours and structuring. It found out that motivation plays a very important role in the teaching and learning process. Through motivation, the teachers could easily drive the positive interest of the students to learn. However, in the context of the university, not all dimensions of the motivational practices affect the performance of the respondents; hence, there are other factors to be considered as well.

Published

2019-12-18