Browsing by Subject "Teachers motivation"
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Item Secondary Level English Language Teachers' Motivation for Professional Development(Department of English Education, 2022) Khadka, SajitaThis study is entitled as Secondary Level English Language Teachers' Motivation for Professional Development.It aimed to explore English language teachers' motivation for professional development in the institutional schools and identify the challenges for professional development in the institutional schools. I used qualitative method adopting a narrative inquiry design to carry out the study.The population of the study included all the secondary level English language teachers of the institutional schools of Kathmandu district and four teachers were selected as the sample for the study by using non-random purposive sampling. Required data was elicited conducting an open-ended in-depth interview. The data were analyzed by using thematic approach. From the data analyzed,it was found that some English teachers were motivated for professional development as their institution supports them to be involved in different professional development activities such as teacher training, conference, seminar, workshops, action research, and so on but some of the teachers were not motivated because they were not sent to be involved in professional development activities though they were interested,school does not support them and administration just want them to teach and be regular in the school as well as they pay from their own pocket to be involved in trainings. Different sub-themes were generated to get the results about teacher motivation for professional development such as opportunities to participate in professional development activities,relationship between teacher motivation and teacher professional development,teacher motivation and TPD during Covid-19,teachers' job satisfaction,demotivating factors and also identified the challenges like lack of explicit policy and guidelines for teacher professional development,limited knowledge among teachers,predominance of traditional approach,lack of robust policy and strategic plans and so on. This thesis consists of five chapters. The first introduction chapter consists of background of the study, statement of the problem, objectives of the study, research questions, rationale of the study, delimitations of the study and operational definitions of the key terms. Similarly, second chapter deals with the review of theoretical as well as empirical literature and its implication for the study.Moreover, it also includes the conceptual framework. Likewise, the third chapter deals with the methodology of the study which covers design and method of the study, population, sample and sampling strategy, vii research tools, sources of data, data collection procedures, data analysis procedures, and ethical considerations. Similarly, the fourth chapter includes results and discussion. Finally,the fifth chapter incorporates conclusion and recommendations of this research.Item Strategies and factors of teachers' motivation for their professional development(Department of English Education, 2019) Gurung, SubarnaThis study entitled Strategies and factors of Teachers’ Motivation for Their Professional Development was conducted to explore English language teachers’ motivation for teaching and professional development and to identify the factors that affect teachers’ motivation in professional development. I used narrative inquiry research design to carry out this research. The population of the research consisted of all the basic and secondary level English language teachers of Gorkha district. Five English language teachers were selected as the population for the study. I conducted in depth interview to elicit the required information. The data were analyzed and interpreted descriptively to derive findings of the study. It was found that managing emotion, joining communication and boosting efficacy are three principles to teacher motivation for professional development. It was explored that job enrichment, flexible working hours, merit base payment and incentives were the significant strategies for enhancing motivation to teachers in teaching and professional development. It was also found that workload challenge, accountability, job security, promotion, freedom were the main factors that affect TPD. This thesis consists of five chapters. The first chapter deals with the introduction of the study which consists of background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definitions of the key terms. Similarly the second chapter contains of review of theoretical as well as empirical literature and its implication for the study. It also includes the conceptual framework. Likewise, the third chapter deals with the methods and procedures of the study which covers design and method of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures, data analysis procedures, and ethical considerations. In the same way, the fourth chapter includes the analysis and interpretation of the data. Furthermore, the fifth chapter incorporates the findings and conclusion of the study followed by some policy related, practice related, and further research related recommendation based on the study. Finally, the references and the appendices, which are necessary for the validation of the research, have also been presented.Item Teachers' motivation on the use of ICTs in teaching and learning English(Department of English Education, 2023) Gautam, DandapaniThe present research entitled Teachers' Motivation on the Use of ICTs in Teaching and Learning English aimed to find out the teachers' use of ICTs in teaching and learning English and to explore the English language teachers' motivation on the use of ICTs in teaching and learning process. I used quantitative research method adopting survey design to carry out the study. The population of the study included all the secondary level English teachers from Baglung district. Thirty secondary level English teachers were selected by using purposive non-random sampling strategy. A set of questionnaire containing open-ended and close ended questions were used for collecting the required data of this study. Similarly, the data were analyzed and interpreted by using numerical data with description. It was found that majority of teachers used ICT tools like computer, laptop, mobile phones, multimedia, social media, social networking and mobile assisted language learning. In the same way, it was also found that teachers appeared incitement in ICTs while teaching and learning English. Moreover, this research also showed that use of ICTs in ELT made teaching and learning interesting, updated the teachers with new technologies, promoted their technical skills, and improved the nature of teaching learning process from traditional to modern one. This study consists of five chapters. The first chapter includes the background of the study, statement of the problems, objective of the study, research questions, rational of the study, delimitation of the study and operational definition of the key terms. The second chapter deals with review of the related theoretical literature, review of the related empirical literature, implication of the review of the study and conceptual framework. Third chapter includes research design, population, sample and sampling strategy, sources of data, data collection tools and techniques, data collection procedure and ethical considerations. The fourth chapter is about the interpretation of the result. Student’s responses have been presented in suitable themes. And the last fifth chapter is all about the conclusion and recommendations of the policy, practices, and further related research. Finally it includes references and appendices.Item Teachers' Motivation on the Use of ICTs in Teaching and Learning English(Department of English Education, 2023) Gautam, DandapaniThe present research entitled Teachers' Motivation on the Use of ICTs in Teaching and Learning English aimed to find out the teachers' use of ICTs in teaching and learning English and to explore the English language teachers' motivation on the use of ICTs in teaching and learning process. I used quantitative research method adopting survey design to carry out the study. The population of the study included all the secondary level English teachers from Baglung district. Thirty secondary level English teachers were selected by using purposive non-random sampling strategy. A set of questionnaire containing open-ended and close ended questions were used for collecting the required data of this study. Similarly, the data were analyzed and interpreted by using numerical data with description. It was found that majority of teachers used ICT tools like computer, laptop, mobile phones, multimedia, social media, social networking and mobile assisted language learning. In the same way, it was also found that teachers appeared incitement in ICTs while teaching and learning English. Moreover, this research also showed that use of ICTs in ELT made teaching and learning interesting, updated the teachers with new technologies, promoted their technical skills, and improved the nature of teaching learning process from traditional to modern one. This study consists of five chapters. The first chapter includes the background of the study, statement of the problems, objective of the study, research questions, rational of the study, delimitation of the study and operational definition of the key terms. The second chapter deals with review of the related theoretical literature, review of the related empirical literature, implication of the review of the study and conceptual framework. Third chapter includes research design, population, sample and sampling strategy, sources of data, data collection tools and techniques, data collection procedure and ethical considerations. The fourth chapter is about the interpretation of the result. Student’s responses have been presented in suitable themes. And the last fifth chapter is all about the conclusion and recommendations of the policy, practices, and further related research. Finally it includes references and appendices.