Understanding EFL teacher's motivational practices in rural Nepal

Understanding EFL Teachers

Motivational Practices in Rural Nepal

By

Amit Koirala

19th NELTA International Conference

Kathmandu, Nepal

27th February, 2014Amit Koirala 19th NELTA International

Conference, 27th March, 2014, Kathmandu, Nepal

Presentation Outline

• Background

• Research Question

• Delimitation of my study

• Research Design

• Data Analysis and Interpretation

• Conclusion

• References

Amit Koirala 19th NELTA International Conference, 27th March, 2014, Kathmandu,

Nepal

Background

• Ryan and Deci’s (2000) definition of motivationcaptures this basic meaning of the Latin term when they state that to be motivated means to be moved to do something.

• Harmer (2001) Motivation is a hypothetical construct that is used to describe internal and/or external forces that generate the kick off, direction, the intensity, and the persistence of behavior.

• He also defines motivation as some kind of internal drive that encourages somebody to pursue a course of action.


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• Brown (2007) states that motivation is responsible

for why people decide to do something (choice),

how long they are willing to sustain the activity

(persistence), and how hard they are going to

pursue it.

• According to this definition, motivation is an

umbrella term which can account for a wide variety

of human behavior.


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Research Question

• What are the limitation and delimitation

factors of EFL teachers motivation?

Delimitation of my study

Goganpani V.D.C, of Dhadhing District Nepal.


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Philosophical understanding

• Ontology

• Epistemology

• Axiology


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Research design

• Study Method

• Site Selection and Its Rational

• Nature and Sources of Data

• Study Population

• Rapport Building and Field Work

• Ethical Consideration

• Data Generation Technique

• Recording of Information

• Credibility/ Quality Standards


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Case 1

• Finance is also one of the basic needs. If we

don’t have money nothing can be done. So,

finance play an important role in every

individual. Salary and benefits that currently

we receive are inadequate to support our

families daily life.


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Case 2

• I have higher academic degrees and no

opportunity to teach at the appropriate level. A

primary teacher with a Masters of Education

in English and who has the opportunity to

teach only at primary level for 10 years, I

loses my motivation and also experience low

morale.


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Case 3

• When I go to the classroom for teaching the

room is very crowded. Sometime I have to

gather the students of both the section and

teach. I don’t know how many they understand

but I don’t like this and I have finish my course

fast.


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Case 4

• Teaching in remote areas demotivate me

because of remoteness, and also lack of

opportunities for further education. Most

trained teachers prefer to work in the district

centre or in urban areas.


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Case 5

• Students perform in better in the exam and

when they give respect to the teacher and also

when the society gives respect motivate us to

teach in a better way.


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conclusion

Demotivational factor

• Financial consideration

• Job satisfaction and appropriate use of skills

• Working conditions

• Teaching in rural areas

Motivational Factor

• Good result

• Respect and honor of being English teacher


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Theoretical linkage

Johnson (1986) suggests

• Expectancy theory

• Equity theory

• Job enrichment theory


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References

• Bhattarai, T. (2009). Teacher motivation crisis: reflecting on teacher training in Nepal.

Paper submitted as the requirement of the course principles and models of

teacher education To Prof Steven Janssens. Retrieved from:

www.schoolingnepal.org/.../9_Teacher%20Motivation%20in%20Nep..

• Brown, H.D. (2007). Principles of language learning and teaching. New York: Pearson

Education. Retrieved from: www.amazon.com › ... › Study & Teaching

• Department for International Development. (2007). Teacher motivation in sub-Saharan

Africa and South Asia. Essex: Author.

Retrieved from:

www.dfid.gov.uk/r4d/PDF/Outputs/.../ResearchingtheIssuesNo71.pdf

• Global Campaign for Education. (2005). Teachers for all: What governments and donors

should do? Cape Town: Sabrina Erne.

Retrieved from: www.tenmet.org/public_html/COP/.../Deogratius.pdf


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References contd..

• Harmer, J. (2001). The practice of English language teaching. Essex: Longman Press.

Retrieved from: www.amazon.co.uk › ... › Reading & Writing Skills

• Hettiarachchi, S. (2010). ESL teacher motivation in Sri Lankan public schools. An unpublished thesis of master of arts in teaching English to speakers of other languages (TESOL). Submitted to department of world languages Eastern Michigan University. Retrieved from: ojs.academypublisher.com › ... › Vol 4, No 1 (2013) › Hettiarachchi

• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Education Psychology, 25(1), 54-67.

Retrieved from: mmrg.pbworks.com/f/Ryan,+Deci+00.pdf

• Voluntary Service Overseas. (2005). Teachers motivation and perception in Nepal. London: Author.


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Finally

Welcome to all for the valuable inputs and

feedback

Email:- [email protected]

3/30/2014Amit Koirala 19th NELTA International

Conference, 27th March, 2014, Kathmandu, Nepal

Understanding EFL teacher's motivational practices in rural Nepal

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