A case study of the motivation of intermediate phase learners by teachers at a private school in Botswana

Abstract

The motivation of learners by teachers is key to learner academic success. Consequently, an understanding of the motivation strategies is important for teachers because learners have diverse learning needs and interest. This study conducted in one private school in Botswana is designed to explore the motivation strategies used in teaching and learning. The aim of this study is to establish the various motivational strategies used by teachers on learners to enhance their academic performance in the intermediate phase. To accomplish this, the objectives of the study are: - To explore what motivational strategies are that the teachers using currently - To determine why they are using such strategies - To establish the efficacy of such motivational strategies - To map alternate motivational strategies teachers that can use in their classrooms The theories that underpin the study are teacher leadership and theories of motivation. Three theories of motivation that were drawn on namely are Maslow’s Hierarchy of Needs, Herzberg’s Two - Factor Theory and Behavioural Theories. The related literature both national and international was examined to show how previous research informed the current study. A mixed methods case study design was employed. Questionnaires, focus group interviews and observations were used to generate data. The participants in the study were the intermediate phase teachers and assistant teachers and intermediate phase learners. The data were analysed using descriptive statistics and thematic content analyses. The findings revealed that most of the teachers were using a variety of motivational strategies which had a positive effect on the learner’s academic performance. The findings also revealed that meeting the learner’s needs is key to their learning success. Stemming from the findings, it is recommended that learner’s academic performance can be improved if the teachers could employ a variety of learner-centred teaching and learning activities, capitalize on the learners existing needs and also expand the learners’ opportunities by engaging in alternate learning strategies.