The relationship between teacher motivation, self-efficacy and teaching reading comprehension skills: the case of ESL teachers in Hyderabad, India

The teaching of reading comprehension skills depends on teacher motivation and self-efficacy, which is a major concern among most English as second language (ESL) teachers in many Indian schools. Many constraints, such as large classrooms, students’ attitude and insufficient infrastructure, adversel...

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Main Author:	Begum, Farhath Unissa
Format:	Thesis
Language:	eng eng eng
Published:	2019
Subjects:	LB1025-1050.75 Teaching (Principles and practice)
Online Access:	https://etd.uum.edu.my/9026/1/s901630_01.pdf https://etd.uum.edu.my/9026/2/s901630_02.pdf https://etd.uum.edu.my/9026/3/s901630_references.docx
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id	my-uum-etd.9026
record_format	uketd_dc
spelling	my-uum-etd.90262022-01-31T01:50:02Z The relationship between teacher motivation, self-efficacy and teaching reading comprehension skills: the case of ESL teachers in Hyderabad, India 2019 Begum, Farhath Unissa Hamzah, Mohd Hilmi Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences LB1025-1050.75 Teaching (Principles and practice) The teaching of reading comprehension skills depends on teacher motivation and self-efficacy, which is a major concern among most English as second language (ESL) teachers in many Indian schools. Many constraints, such as large classrooms, students’ attitude and insufficient infrastructure, adversely affect teacher motivation and self-efficacy. The government schools in the Telangana state reported a lack of teacher motivation and self-efficacy and a persistent decline in students’ reading skills. Accordingly, the government has imposed an eligibility test and a two-year training for teachers. However, scientific studies on teacher motivation and self-efficacy, particularly on the ESL teachers in this region, are still lacking. The present study, therefore, aims to examine the relationship between teacher motivation, self-efficacy and teaching reading comprehension skills among ESL teachers of the government secondary schools in the Hyderabad district, India. The data were collected through surveys and semi-structured interviews. The explanatory sequential approach of a mixed-methods design was employed in which the quantitative and qualitative data were integrated at the intermediate and final stages of the study. The questionnaires to measure teacher motivation, self-efficacy and teaching reading comprehension skills were adopted from Teachers’ Sense of Efficacy Scale (TSES) and Progress in International Reading Literacy Study (PIRLS). The findings indicate a positive relationship between teacher motivation, self-efficacy and teaching reading comprehension skills among the participants of the study, lending evidence that an adequately motivated and efficacious teacher can influence students’ reading achievements. The study has provided some useful information to the state’s Ministry of Education on teacher motivation, self-efficacy and teaching reading comprehension skills. The results may guide the government in their efforts towards enhancing teacher motivation and self-efficacy and ensuring quality education. It is recommended that the government should stimulate, sustain and support teachers to enhance the quality of their teaching methods. 2019 Thesis https://etd.uum.edu.my/9026/ https://etd.uum.edu.my/9026/1/s901630_01.pdf text eng public https://etd.uum.edu.my/9026/2/s901630_02.pdf text eng public https://etd.uum.edu.my/9026/3/s901630_references.docx text eng public other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng eng
advisor	Hamzah, Mohd Hilmi
topic	LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	LB1025-1050.75 Teaching (Principles and practice) Begum, Farhath Unissa The relationship between teacher motivation, self-efficacy and teaching reading comprehension skills: the case of ESL teachers in Hyderabad, India
description	The teaching of reading comprehension skills depends on teacher motivation and self-efficacy, which is a major concern among most English as second language (ESL) teachers in many Indian schools. Many constraints, such as large classrooms, students’ attitude and insufficient infrastructure, adversely affect teacher motivation and self-efficacy. The government schools in the Telangana state reported a lack of teacher motivation and self-efficacy and a persistent decline in students’ reading skills. Accordingly, the government has imposed an eligibility test and a two-year training for teachers. However, scientific studies on teacher motivation and self-efficacy, particularly on the ESL teachers in this region, are still lacking. The present study, therefore, aims to examine the relationship between teacher motivation, self-efficacy and teaching reading comprehension skills among ESL teachers of the government secondary schools in the Hyderabad district, India. The data were collected through surveys and semi-structured interviews. The explanatory sequential approach of a mixed-methods design was employed in which the quantitative and qualitative data were integrated at the intermediate and final stages of the study. The questionnaires to measure teacher motivation, self-efficacy and teaching reading comprehension skills were adopted from Teachers’ Sense of Efficacy Scale (TSES) and Progress in International Reading Literacy Study (PIRLS). The findings indicate a positive relationship between teacher motivation, self-efficacy and teaching reading comprehension skills among the participants of the study, lending evidence that an adequately motivated and efficacious teacher can influence students’ reading achievements. The study has provided some useful information to the state’s Ministry of Education on teacher motivation, self-efficacy and teaching reading comprehension skills. The results may guide the government in their efforts towards enhancing teacher motivation and self-efficacy and ensuring quality education. It is recommended that the government should stimulate, sustain and support teachers to enhance the quality of their teaching methods.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Begum, Farhath Unissa
author_facet	Begum, Farhath Unissa
author_sort	Begum, Farhath Unissa
title	The relationship between teacher motivation, self-efficacy and teaching reading comprehension skills: the case of ESL teachers in Hyderabad, India
title_short	The relationship between teacher motivation, self-efficacy and teaching reading comprehension skills: the case of ESL teachers in Hyderabad, India
title_full	The relationship between teacher motivation, self-efficacy and teaching reading comprehension skills: the case of ESL teachers in Hyderabad, India
title_fullStr	The relationship between teacher motivation, self-efficacy and teaching reading comprehension skills: the case of ESL teachers in Hyderabad, India
title_full_unstemmed	The relationship between teacher motivation, self-efficacy and teaching reading comprehension skills: the case of ESL teachers in Hyderabad, India
title_sort	relationship between teacher motivation, self-efficacy and teaching reading comprehension skills: the case of esl teachers in hyderabad, india
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2019
url	https://etd.uum.edu.my/9026/1/s901630_01.pdf https://etd.uum.edu.my/9026/2/s901630_02.pdf https://etd.uum.edu.my/9026/3/s901630_references.docx
_version_	1747828511030116352

The relationship between teacher motivation, self-efficacy and teaching reading comprehension skills: the case of ESL teachers in Hyderabad, India

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