Determining Teachers' Perceptions in Motivating Students in Their Classroom

Student motivation in the classroom is essential in order to ensure active participation and a high level of academic performance. For almost a decade, an urban school district in New Jersey has seen a consistent drop in students' academic performance in the High School Proficiency Assessment. As a result of this poor performance for more than 7 consecutive years, the state department of education placed this school among the persistently low performing schools. The purpose of the study was to increase students' academic performance by focusing on teachers' perception in how they motivate students in their classrooms. Based on the research on Maslow's theory of human motivation, this study explored teachers' perceptions about student motivation as a way to overcome low student motivation toward learning among high school students. Research questions addressed how teachers' perceptions influenced their teaching style, the level of planning and student participation during instruction, and what motivational factors teachers used during classroom instruction. This study employed a case study design using interviews and observations to gather data from 6 teachers. Qualitative data were analyzed, coded, and trended creating categories for further investigation. Major findings revealed that teachers' styles and motivational strategies were associated with the level of student motivation which ultimately impact student academic performance according to the perceptions of teachers in the study. Findings from this study would be of value for teachers both within and outside this school. This study could lead to positive social change when more students graduate high school with the ability to proceed to colleges or trade schools that would equip them with the necessary tools they need to contribute to the economic growth of their communities and the country as a whole.