TEACHER INFLUENCE ON LEARNER MOTIVATION AND EDUCATIONAL INTEREST AMONG SECONDARY LEVEL STUDENTS

Abstract

The role of teachers in influencing learner motivation and educational interest is a critical area of focus in secondary education. This study investigated the extent to which teachers shape the motivation and academic engagement of secondary level students, with an emphasis on the strategies and behaviors that enhance or hinder these outcomes. The research is guided by five key objectives: (1) to analyze how teachers affect students’ motivation, (2) to examine the relationship between teaching strategies and the development of educational interest, (3) to explore the impact of teacher-student interaction on student motivation, (4) to identify specific teacher practices that either enhance or diminish student motivation and interest, and (5) to assess students’ perceptions of how their teachers influence their engagement and motivation in school. Using a descriptive survey methodology, data were randomly collected from secondary students (500) through a self made structured questionnaire with 0.7 reliability. Findings reveal that most students perceive their teachers positively, particularly in areas of goal-setting, feedback, and enthusiasm. High mean scores, such as 4.16 for goal-setting encouragement and 4.19 for motivating feedback, indicate strong agreement on the positive influence of teachers in fostering academic growth. Teacher enthusiasm emerged as a key motivator (mean: 4.22), highlighting its significant role in driving student engagement. Constructive criticism (mean: 3.97) was also identified as an effective tool for motivating students to work harder. However, some areas, such as class participation (mean: 3.49) and the use of technology (mean: 3.68), demonstrated lower levels of agreement and greater variability in responses, indicating that students react differently to these approaches. The wider variance suggests that while some students benefit from interactive activities and technology integration, others may not find them as motivating. Overall, the study underscores the significant role teachers play in shaping student motivation, particularly through enthusiastic teaching and personalized feedback. However, the mixed responses to certain teaching methods suggest that adopting a diverse, adaptable approach to instruction may be necessary to meet the varied needs of students and maximize their academic engagement and success.