THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
76
THE ROLE OF TEACHERS IN LEARNERS’ MOTIVATION
Ibragimov Nuriddim Tolibovich
Ingliz tili nazariy aspektlar katta o'qituvchisi
https://doi.org/10.5281/zenodo.15703777
Annotatsiya:
This article emphasizes that while motivation can stem from
internal desires or external rewards, teachers play a fundamental role in shaping
and sustaining students’ motivation. Key strategies include building positive
teacher-student relationships, providing autonomy, promoting relevance and
competence, and offering constructive feedback. The text highlights how
student-centered teaching methods, real-life connections, and goal-setting
improve motivation and learning outcomes. Additionally, it underscores the
importance of trust, encouragement, and intrinsic motivation over reliance on
external rewards. Research findings support that teacher support directly
impacts students’ academic performance and emotional well-being.
Аннотация:
В этой статье подчеркивается, что, хотя мотивация может
исходить из внутренних желаний или внешних вознаграждений, учителя
играют основополагающую роль в формировании и поддержании
мотивации учащихся. Ключевые стратегии включают построение
позитивных отношений между учителем и учеником, предоставление
автономии,
поощрение
релевантности
и
компетентности
и
предоставление
конструктивной
обратной
связи.
В
тексте
подчеркивается, как методы обучения, ориентированные на учащихся,
реальные связи и постановка целей улучшают мотивацию и результаты
обучения. Кроме того, в нем подчеркивается важность доверия,
поощрения и внутренней мотивации по сравнению с опорой на внешние
вознаграждения. Результаты исследований подтверждают, что поддержка
учителей напрямую влияет на успеваемость и эмоциональное
благополучие учащихся.
Annotatsiya:
Ushbu maqolada motivatsiya ichki istaklar yoki tashqi
mukofotlardan kelib chiqishi mumkin bo'lsa-da, o'qituvchilar talabalarning
motivatsiyasini shakllantirish va qo'llab-quvvatlashda asosiy rol o'ynashini
ta'kidlaydi. Asosiy strategiyalar orasida ijobiy o'qituvchi va talaba
munosabatlarini o'rnatish, avtonomiyani ta'minlash, dolzarblik va malakani
oshirish va konstruktiv fikr-mulohazalarni taklif qilish kiradi. Matnda o‘quvchiga
yo‘naltirilgan o‘qitish usullari, real hayotdagi aloqalar va maqsad qo‘yish
motivatsiya va ta’lim natijalarini qanday yaxshilashini ta’kidlaydi. Bundan
tashqari, u tashqi mukofotlarga tayanishdan ko'ra ishonch, rag'batlantirish va
ichki motivatsiya muhimligini ta'kidlaydi. Tadqiqot natijalari shuni ko'rsatadiki,
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
77
o'qituvchining yordami talabalarning akademik samaradorligi va hissiy
farovonligiga bevosita ta'sir qiladi.
Key words:
Student motivation, teacher support, intrinsic motivation,
feedback, student-teacher relationship, learning environment, autonomy,
competence, engagement, academic achievement.
Ключевые слова:
мотивация учащихся, поддержка учителя,
внутренняя мотивация, обратная связь, отношения ученика и учителя,
учебная среда, автономия, компетентность, вовлеченность, академическая
успеваемость
.
Kalit so'zlar:
Talaba motivatsiyasi, o'qituvchini qo'llab-quvvatlash, ichki
motivatsiya, fikr-mulohaza, o'quvchi va o'qituvchi munosabatlari, o'quv muhiti,
avtonomiya, kompetentsiya, faollik, o'quv yutuqlari.
Motivation increases students’ learning (Theobald, 2006). Students’
learning can increase because of their own innate desires to perform or
accomplish a task; however, students’ learning may be affected by external
factors such as rewards or incentives (Bain, 2004; Theobald, 2006). Students’
learning is not entirely dependent on their own motivation. Teachers’ play a
vital role in increasing students’ learning through motivational support
(Schuitema, Peetsma, & Oort, 2016; Theobald, 2006; Thoonen, Sleegers,
Peetsma, & Oort, 2011). Teachers can increase students’ motivation to learn by
support of students’ autonomy, relevance, relatedness, competence, teachers’
interests in the subject, and self-efficacy (Ferlazzo, 2015; Schiefele & Schaffner,
2015; Schuitema et al., 2016; Zhang, Solmon, & Gu, 2012). Though motivation
can be intrinsic or extrinsic, it is important for teacher to create an environment
that motivates students’ learning.
One of the most important factors affecting learners’ motivation is the
quality of the relationship between teachers and students. When teachers show
genuine care, respect, and understanding, students feel valued and supported.
This positive emotional connection builds trust and creates a safe learning
environment where students are willing to take risks and engage actively.
Effective communication also plays a key role; teachers who listen attentively
and provide constructive feedback help students overcome challenges and
maintain motivation. For example, encouraging words and recognizing small
achievements can boost a learner’s confidence and encourage continuous effort.
The methods and strategies that teachers use directly impact students’
motivation. Traditional, lecture-based teaching can sometimes lead to boredom
and disengagement, especially if learners find the material irrelevant or difficult
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
78
to understand. On the other hand, interactive and learner-centered approaches,
such as group projects, discussions, problem-solving activities, and the use of
technology, stimulate interest and participation. By varying teaching methods to
meet different learning styles and needs, teachers can create an engaging
atmosphere that motivates students to learn. Furthermore, when lessons are
connected to real-life situations or students’ personal interests, motivation
significantly increases. Then, Clear goal-setting and transparent assessment
criteria are vital in maintaining learner motivation. When students understand
what is expected of them and how their performance will be evaluated, they are
more likely to stay focused and committed. Teachers should set achievable and
challenging goals that promote a sense of accomplishment. Fair and timely
feedback helps students recognize their strengths and areas for improvement,
motivating them to work harder. Moreover, involving students in the goal-
setting process encourages ownership of their learning and enhances
motivation. Encouragement and positive reinforcement are powerful tools
teachers use to motivate learners. Praise for effort, improvement, and
achievement helps students feel appreciated and boosts their self-esteem.
Rewards, whether verbal recognition, certificates, or privileges, can motivate
students to maintain good performance. Teachers who build positive
relationships with their students are more likely to influence their drive to learn.
Building trust in a relationship takes time. Teachers should take time to know
their students and their interests. To achieve this trust, teachers should be open
minded and occasionally share their own stories of success, struggles, failures,
and achievement (Bain, 2004). Satisfaction of individuals’ basic need for
relationship promotes intrinsic behaviour that can lead to students’ motivation
to learn. Building relationship with students can be difficult; however, being
positive and encouraging can contribute to students’ intrinsic motivation
Research conducted into the relationship between students’ perception of social
support and autonomy support from their teachers, and self-regulated learning
and achievement, concluded that the students’ learning, performance in school,
and social and emotional well-being were all affected by the relationship with
their teachers. The early establishment of a willingness to work with students
one on one can build the nature of the teacher-student relationship. Teachers’
positive, caring, and trusting relationships with their students can instigate
students to learn. Teachers motivate their students to learn by providing them
with positive feedback, in order to develop competence. Providing feedback
enables students to gain control over their own learning and a sense of belief
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
79
about their abilities. Teachers who provide feedback to students about their
efforts give them the idea that through hard work, they can achieve tasks and do
well (Theobald, 2006; Ferlazzo, 2015). Developing students’ competence maybe
achieved in several ways. The most common strategies include providing
written or verbal praise, identifying fewer errors, recognizing students’
strengths, and focusing on what is positive about their work (Bain, 2004;
Theobald, 2006). Research findings on the role of teachers’ support in predicting
students’ motivation and achievement outcomes in physical education showed
that perceived teacher competence support, such as positive feedback, positively
predicted students’ expectancy-related beliefs about their abilities to perform
tasks proficiently (Zhang et al., 2012). Students will be motivated to learn when
teachers recognize their efforts for accomplishing the tasks. However, it is
important that rewards are meaningful and do not become the sole focus;
intrinsic motivation - where learners find satisfaction in learning itself – is the
ultimate goal. Teachers should balance extrinsic rewards with strategies that
cultivate students’ internal drive and passion for learning.
Used literature:
1.
Bain, K. (2004). What the best college teachers do. Harvard University
Press
2.
The Role of Teachers in Motivating Students To Learn. D.Johnson. BU
Journal of Graduate Studies in Education, Volume 9, Issue 1, 2017
3.
Thoonen, E. E .J., Sleegers, P. J .C., Peetsma, T.T.D., & Oort, F. J. (2011). Can
teachers motivate students to learn? Educational Studies, 37(3), 345-360.
doi:10.1080/03055698.2010.507008
4.
Zhang, T., Solmon, M. A., & Gu, X. (2012). The role of teachers’ support in
predicting students’ motivation and achievement outcomes in physical
education, Journal of Teaching in Physical Education, 31(4), 329-343.
5.
Ferlazzo, L. (2015, September 14). Strategies for helping students motivate
themselves.
Retrieved
October
6,
2016,
from
http://www.edutopia.org/blog/strategies-helping-studentsmotivate-
themselves-larry-ferlazzo
