Exploring the impact of teacher motivation and classroom practices on student learning in India
Lead Research Organisation:
University of Bristol
Department Name: Geographical Sciences
Abstract
There is substantial evidence that the motivation of learners has a considerable impact on their learning (Lamb, forthcoming) but what is less clearly documented is the role which the motivation of teachers has to play. Existing research suggests that motivated teachers are more likely to make use of teaching practices which inspire and motivate students (ibid), yet there have been limited studies to date which have shed light upon the mechanisms of the relationship between teacher motivation and student learning. This is particularly true in developing countries, in part due to a lack of available data linking teacher and student characteristics to student learning in many contexts.
This study will contribute to this field by investigating how the motivation and efficacy levels of secondary school teachers in India can explain variation in student learning progress. This is an area of considerable policy interest in India and other developing countries, where research suggests that levels of teacher motivation are worryingly low (Bennell & Akyeampong, 2007).
Since the majority of children around the world now access some kind of basic education, research and policy on education in developing countries has moved from a focus on access alone towards one on quality. Yet in some countries, including India, there is evidence for declining learning levels over recent years, despite increased enrolment, declining class size and greater teacher availability (Rolleston & James, 2015). Understanding the influence of teachers is of central importance in addressing this 'learning crisis' (UNESCO 2013; Anderson 2004). School effectiveness research suggests that "teacher effects greatly exceed school effects when progress over time is studied" (Reynolds et al, 2011:6), with multiple studies providing evidence that variation in teacher effectiveness is the single biggest factor contributing to differences in student learning (Muijis & Reynolds, 2000; Goe et al, 2008).
This research will contribute to and extend this existing body of work by exploring the mechanisms through which teacher motivation influences how teachers teach, and, in turn, how this affects student learning progress. It will do this through the following three questions:
i. How can the latent traits of teacher motivation, efficacy and classroom practice be appropriately and accurately measured?
ii. How do levels of teacher motivation and efficacy impact on student learning outcomes in Indian secondary schools?
iii. To what extent do teachers' classroom practices mediate the relationship between teacher motivation and student learning?
This study will be undertaken through quantitative analysis of secondary data from Young Lives' school effectiveness dataset, which includes hierarchically structured attainment and background data on 10,000 students, 550 teachers and 205 schools.
Methods to address the RQs include:
i: Creation of a motivation index to be used in subsequent analyses, using factor analysis and/or Item Response Theory (IRT) modelling of teacher psychosocial data (Reise et al, 2000; Embretson & Reise, 2000).
ii: Various multilevel models (MLM) would be used to understand the interactions between teacher 'value-added', effectiveness and motivation (Goldstein, 2011). Research examining teacher-level effects using MLM techniques is still relatively rare, especially in developing country contexts such as India, which adds to the study's originality (Thomas et al, 2015).
iii: A multidimensional index of teacher classroom practice will be created, and structural equation modelling (SEM) or alternative methods then used to model the pathway between teacher motivation and student learning (Skrondal & Rabe-Hesketh, 2004) and seek to understand how classroom practice can mediate between them.
This study will contribute to this field by investigating how the motivation and efficacy levels of secondary school teachers in India can explain variation in student learning progress. This is an area of considerable policy interest in India and other developing countries, where research suggests that levels of teacher motivation are worryingly low (Bennell & Akyeampong, 2007).
Since the majority of children around the world now access some kind of basic education, research and policy on education in developing countries has moved from a focus on access alone towards one on quality. Yet in some countries, including India, there is evidence for declining learning levels over recent years, despite increased enrolment, declining class size and greater teacher availability (Rolleston & James, 2015). Understanding the influence of teachers is of central importance in addressing this 'learning crisis' (UNESCO 2013; Anderson 2004). School effectiveness research suggests that "teacher effects greatly exceed school effects when progress over time is studied" (Reynolds et al, 2011:6), with multiple studies providing evidence that variation in teacher effectiveness is the single biggest factor contributing to differences in student learning (Muijis & Reynolds, 2000; Goe et al, 2008).
This research will contribute to and extend this existing body of work by exploring the mechanisms through which teacher motivation influences how teachers teach, and, in turn, how this affects student learning progress. It will do this through the following three questions:
i. How can the latent traits of teacher motivation, efficacy and classroom practice be appropriately and accurately measured?
ii. How do levels of teacher motivation and efficacy impact on student learning outcomes in Indian secondary schools?
iii. To what extent do teachers' classroom practices mediate the relationship between teacher motivation and student learning?
This study will be undertaken through quantitative analysis of secondary data from Young Lives' school effectiveness dataset, which includes hierarchically structured attainment and background data on 10,000 students, 550 teachers and 205 schools.
Methods to address the RQs include:
i: Creation of a motivation index to be used in subsequent analyses, using factor analysis and/or Item Response Theory (IRT) modelling of teacher psychosocial data (Reise et al, 2000; Embretson & Reise, 2000).
ii: Various multilevel models (MLM) would be used to understand the interactions between teacher 'value-added', effectiveness and motivation (Goldstein, 2011). Research examining teacher-level effects using MLM techniques is still relatively rare, especially in developing country contexts such as India, which adds to the study's originality (Thomas et al, 2015).
iii: A multidimensional index of teacher classroom practice will be created, and structural equation modelling (SEM) or alternative methods then used to model the pathway between teacher motivation and student learning (Skrondal & Rabe-Hesketh, 2004) and seek to understand how classroom practice can mediate between them.
People |
ORCID iD |
Sally Thomas (Primary Supervisor) | |
Rhiannon Moore (Student) |
Publications
Moore, R
(2021)
Can head teacher autonomy mitigate the effects of COVID-19 school closures in India?
in NORRAG
Moore R
(2022)
How do teachers help shape student learning in two states in Southern India?
in International Journal of Educational Research
Title | Qualitative interview data from Indian education stakeholders |
Description | I have collected semi-structured interview data from 9 education stakeholders in India working at national and state level (Andhra Pradesh and Telangana). Interviews focus on topics of teacher motivation, professional knowledge and classroom practices. |
Type Of Material | Database/Collection of data |
Year Produced | 2021 |
Provided To Others? | No |
Impact | NA - the dataset has only just been created. |
Description | Named as a Young Lives associate (University of Oxford) |
Organisation | University of Oxford |
Department | Young Lives |
Country | United Kingdom |
Sector | Academic/University |
PI Contribution | As a result of my continued use of Young Lives data, I have been named as an Associate of the Young Lives study (University of Oxford). As an associate, I have presented findings from ongoing data analysis at Young Lives internal seminars, and will continue to do so as my study progresses. |
Collaborator Contribution | Young Lives staff in India have supported my primary data collection through helping me to connect with education stakeholders in India. |
Impact | Presentation at Young Lives team internal seminar (25/2/2021) |
Start Year | 2021 |
Description | Blog post on SOE website |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | I co-wrote a blog post on the University of Bristol SOE website on a topic related to my PhD research in collaboration with an educaton professional from India who works on a similar area. |
Year(s) Of Engagement Activity | 2021 |
URL | https://schoolofeducation.blogs.bristol.ac.uk/2021/11/17/teacher-motivation-india |
Description | Blog post on UKFIET website |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Following my participation in the UKFIET conference, I was asked to submit a blog post on the same topic. |
Year(s) Of Engagement Activity | 2021 |
URL | http://www.ukfiet.org/2021/youre-like-god-so-please-dont-expect-a-salary-increase-exploring-educatio... |
Description | Presentation at Liverpool John Moore University School of Education Conference (2020) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | I presented preliminary PhD research at the LJMU School of Education conference (online) to postgraduate and undergraduate students, others in the School of Education, and other members of audience. |
Year(s) Of Engagement Activity | 2020 |
Description | Presentation at SOE Doctoral Conference (online) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Postgraduate students |
Results and Impact | I presented preliminary PhD research at the University of Bristol SOE conference (online) to other students and members of staff from the SOE and from other institutions. |
Year(s) Of Engagement Activity | 2021 |
Description | Presentation at STORIES conference (online) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | I presented preliminary PhD research at the STORIES conference (online) to postgraduate and undergraduate students from a range of UK and international institutions and other members of audience. |
Year(s) Of Engagement Activity | 2021 |
Description | Presentation at SWDTP Spring Series event (online) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Postgraduate students |
Results and Impact | I presented preliminary PhD research at the SWDTP Spring Series event (online) to postgraduate students from institutions within the SWDTP and received feedback from other participating members. |
Year(s) Of Engagement Activity | 2021 |
Description | Presentation at UKFIET Conference (online) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | I presented preliminary PhD research at the UKFIET conference (online) to audience members from universities, NGOs, and other organisations from around the world. |
Year(s) Of Engagement Activity | 2021 |
Description | Presentation at University of Bristol SoE Doctoral Conference (2020) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | Presentation of preliminary PhD analysis to postgraduate students from UoB and other institutions, as well as other interested parties. I made connections with two other researchers from other institutions working on related topics following my presentation (through social media - Twitter). |
Year(s) Of Engagement Activity | 2020 |
URL | https://www.bristol.ac.uk/education/research/doctoral-conference-2020/ |
Description | Presentation at Young Lives (University of Oxford) internal seminar series (2021) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Myself and a member of Young Lives staff presented some joint research we are working on to members of the Young Lives team from Oxford, and from the Young Lives country teams in Peru, Ethiopia, India and Vietnam. We received helpful comments and feedback from the wider Young Lives team on our use of the data, our analysis, and our initial findings. Several members of the team are interested in finding out more about my PhD research and have requested further information and presentations as my study progresses. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.younglives.org.uk/ |
Description | Roundtable presentation at JURE conference (online) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | I presented preliminary PhD research as part of a roundtable event at the JURE conference (online) to postgraduate and undergraduate students and faculty members from a range of institutions. |
Year(s) Of Engagement Activity | 2021 |