Ness, Simon (2020) 'We live in constant chaos' : exploring the dynamicity of teaching motivation from a complexity perspective. PhD thesis, University of Warwick.

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Abstract

A significant proportion of language teaching around the world takes place in secondary schools, with much of this in difficult and challenging contexts. The importance of the teacher to levels of student motivation is unquestioned, yet little is known of what motivates the teachers. This longitudinal case study took place in Argentina over one academic year and explores the dynamic nature of teaching motivation in secondary schools. A range of qualitative methods were applied: teacher interviews; classroom observations; student focus groups; reflective journals; shadowing field notes; questionnaires, and a research journal. Analysis was from a complexity perspective and employed the theoretical lens of self-determination theory. The findings identify the widespread issue of low teacher motivation, despite a small number of teachers exhibiting a strong intrinsic motivational drive. Mapping of the state space demonstrates that the negative influences on motivation greatly outnumber the positives. Negative initial conditions include student attitudes; the value of English; environmental factors; timetabling; teacher isolation through lack of support; institutional prejudice; scarcity of CPD; lack of resources; and the chaotic nature of the education system. Positive initial conditions include job satisfaction and interpersonal relationships. The fluid and dynamic reality of teaching motivation is illustrated, along with patterns of nesting which identify motivational attractor states; and evidence of the nonlinearity of effects from repeated motivational threats. The psychological need for relatedness is seen to be a major source of motivation, or lack thereof. Moreover, as a result of the absence of established professionally supportive networks within the school system, the need for relatedness is seen to be satisfied though inter-personal relationships with the student-body. Finally, by extending cognitive evaluation theory through a complexity lens, the thesis affords new perspectives for future research which foreground the importance of context.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools P Language and Literature > P Philology. Linguistics
Library of Congress Subject Headings (LCSH):	Motivation in education -- Argentina, Language and languages -- Study and teaching (Secondary), Second language acquisition -- Study and teaching
Official Date:	March 2020
Dates:	Date Event March 2020 UNSPECIFIED
Institution:	University of Warwick
Theses Department:	Centre for Applied Linguistics
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Ushioda, Ema ; Pinter, Annamaria
Sponsors:	Economic and Social Research Council (Great Britain)
Extent:	x, 332 leaves : illustrations, photographs
Language:	eng

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