How do teachers conceptualise motivation for behaviour and how do they apply this to their practice?

Bentley, Heidi (2024). How do teachers conceptualise motivation for behaviour and how do they apply this to their practice? University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Motivation as a construct is used to explain factors that influence and drive behaviours. Understanding of motivation for behaviour has grown considerably and it is now recognised as a complex multi-dimensional construct. Despite this, critics argue that UK government education policy remains focused on a behaviourist approach. Pupil behaviour is an ongoing concern in education. The behaviour of concern has been labelled as ‘disruptive behaviour’ and is recognised as impacting upon pupil and teacher outcomes, including contributing to pupil aggression (Greer-Chase et al., 2002) and teacher stress (Hastings & Bham, 2003). School behaviour policies have been found to mainly focus on rewards and sanctions as a classroom behaviour management (CBM) strategy (Ellis & Tod, 2018). Research indicates that teachers’ beliefs impact upon their choice of CBM and teacher beliefs have been shown to affect pupil outcomes. This research is limited and mostly based on populations from the United States. The present study uses a thematic analysis grounded in a critical realist approach to explore four teachers’ experiences and perceptions of pupil motivation and how this relates to their practice. The study found that participants’ conceptualisation of motivation for pupil behaviour was like that found in the motivation literature. This included Pupil Factors, Complex Family Backgrounds, and External Factors all being identified as causal mechanisms for pupil behaviour. Intrinsic Value, as a Pupil Factor was hypothesised to be a superior type of motivation and this influenced most participants’ CBM choices, which were identified as relational in their approach. An Ethos of Teacher Responsibility and Teacher Values enabled participants to utilise relational approaches to motivating behaviours with the pupils they worked with. Strengths and limitations are discussed. Four areas for future research are suggested. This study can aid the integration of teacher beliefs into educational policy and practice in relation to pupil behaviour.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):