A Study On Teaching Motivation Of Rural Junior High School English Teachers

Teaching motivation is a psychological motivation that drives teachers to actively participate in teaching activities and has an effect on activating,maintaining,and regulating teachers’ teaching behavior(Zhong Keding,1999).The intensity of teachers’ teaching motivation not only affects their teaching effect but also affects the learning motivation of students.However,the current research at home and abroad mainly focuses on the teaching motivation of college English teachers and the learning motivation of students,and there is little research on the teaching motivation of rural junior high school English teachers.Therefore,based on junior high school students’ physical and psychological development,this study did some research on the teaching motivation of rural junior high school English teachers and its affecting causes.In this study,a questionnaire survey was conducted among 77 English teachers from seven rural junior high schools in Guangdong province,and interviews were conducted with five of them.Based on the theory of achievement motivation and the research of experts and scholars at home and abroad,this research investigates the status quo of English teachers’ teaching motivation in rural junior high schools from the three dimensions of external motivation,internal motivation,and external internalized motivation,analyzes its affecting causes,and provides some specific strategies to stimulate teachers’ teaching motivation.The research questions in this thesis are as follows: 1.What is the status quo of English teachers’ teaching motivation in rural junior high schools? 2.Are there any differences between rural junior high school English teachers’ teaching motivation among their gender,age,teaching year,academic degree,and professional title? 3.What are the main causes affecting English teachers’ teaching motivation in rural junior high schools?After analyzing the data from the questionnaire and interview,it shows that:(1)English teachers’ teaching motivation in rural junior high schools is relatively strong,but there are still some deficiencies.In the three dimensions of the questionnaire,the score of internal motivation is the highest,and the score of external motivation is the lowest.(2)There is no significant difference in their teaching motivation with different teaching years,academic degrees,and professional titles.However,on the aspects of gender and age,there is a significant difference.(3)The main causes of rural junior high school English teachers’ teaching motivation are a lack of sense of achievement,a negative attitude towards teaching,an unsatisfied wage,an unpromising promotion prospect,few rights to participate in making important decisions,environmental dissatisfaction,and few chances to get further education.Based on this,some suggestions are put forward.For educational sectors: 1.Enhancing the social status of rural junior high school English teachers.2.Improving their economic treatment.3.Implementing effective measures and establishing a social support system.4.Making education reform people-oriented and valuing the individual requirements of rural junior high school English teachers.For schools: 1.Providing a pleasant,relaxed,and comfortable working environment for rural junior high school English teachers.2.Enabling rural junior high school English teachers to participate in major policy decision-making.3.Building a bridge for communication between students and teachers and establishing a harmonious campus cultural circumstance.4.Helping rural junior high school English teachers accomplish self-development in their daily work.For teachers: 1.Reflecting on their teaching behaviors frequently.2.Strengthening the cooperation among colleagues and learning from each other.