Date
8-9-2024
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Russell G. Yocum
Keywords
intrinsic motivation, extrinsic motivation, engagement, self-efficacy, self-determination, student motivation
Disciplines
Curriculum and Instruction | Education
Recommended Citation
Lyles, Lakeita Lewis, "Exploring the Lived Experiences of Secondary School Teachers Regarding Student Motivation Strategies: A Hermeneutic Phenomenological Insight" (2024). Doctoral Dissertations and Projects. 5844.
https://digitalcommons.liberty.edu/doctoral/5844
Abstract
The purpose of this hermeneutic phenomenological study is to highlight the extent of missing student motivation guiding principles by describing the lived experiences of teachers in their efforts to bolster student motivation in United States secondary schools. The presence of disengaged and demotivated students in United States secondary school classrooms has become a common phenomenon. The theory guiding this study is Deci and Ryan’s self-determination theory. The central research question used in this study was, how do secondary school teachers in Texas describe their experiences of the strategies they employ in bolstering student motivation? The study followed a qualitative inductive path in data collection by focusing on the lived experiences, opinions, attitudes, and worldviews of selected participants. The study took place in Texas featuring 10 participants from a school district in Texas. All the interviews were conducted online via Zoom, which was the participants’ preference. Focus groups and questionnaires were also used to collect data. The collected data were analyzed using content analysis to derive recurring themes and patterns in participant responses, thereby unearthing the strategies employed by teachers to bolster student motivation in U.S. secondary schools. Six major themes were identified from the data analysis of this study: teacher-student relationships, teaching methods, socioeconomic aspects, student features, the education system, and school culture and administration. The study found that to bolster student motivation, teachers must begin by establishing positive relationships with students. Student involvement, teachers’ genuine concern for students’ well-being, and connecting through real-world examples were also pointed out as important factors in bolstering student motivation among secondary students.
