The effects of teacher training programs on students' motivational variables

The gap

Evidence profile

Sourced from the future work and recommendations and abstract and stated research gap of the source papers, classified as general, drawn from work published between 2018 and 2026, spanning 5 journals. Those papers have been cited 1 times in total.

Supporting evidence — 5 representative gaps

• Beyond academic results: motivational and emotional factors as indicators of educational effectiveness in mathematics (2026) · Journal of Mathematics Education at Teachers College · cited 1× · doi

  Mathematics teachers assessed their students' motiva- tion and performance using an online questionnaire (Google Forms). The assessment of motivation was based on a three-level scale inspired by the work of Beal and colleagues (2008): (a) high motivation, characterized BEYOND ACADEMIC RESULTS: MOTIVATIONAL AND EMOTIONAL FACTORS 3 AS INDICATORS OF EDUCATIONAL EFFECTIVENESS IN MATHEMATICS by active participation in class, completion of all home- work assignments, a keen interest in mathematics, and academic success; (b) average motivation; and (c) low motivation, identified by frequent failure to com- plete homework assignments, lack of participation and attendance in class, and disinterest in mathematics and academic performance. The results were classified into three categories: (a) high achievement, determined by performance above grade-level expectations; (b) aver- age achievement, characterized by performance in line with expectations; and (c) low achievement, defined by performance below expectations, with the latter catego- ry indicating a risk of failure in mathematics. It should be noted, however, that this categorisation is based on expectations regarding academic achievement, which may vary depending on institutional contexts and the assessment practices of individual teachers. Because this approach reflects standard educational norms, it should therefore be interpreted as a contextualised esti- mate of performance rather than an absolute measure of mathematical ability.

  generalfuture work
  Keywords: performance mathematics motivation academic achievement expectations teachers assessment based three level high characterized educational participation
• TEACHER CLASSROOM BEHAVIOUR AND STUDENT MOTIVATION AMONG PRIMARY SCHOOL STUDENTS: A COMPARATIVE STUDY OF SELECTED GOVERNMENT, AIDED AND UN-AIDED SCHOOLS IN MANGALORE CITY (2026) · EPRA International Journal of Research & Development (IJRD) · doi

  1. Students of Aided and Government School are taught by qualified and trained teachers who have undergone behavioural training from time to time. 2. There is need to train teachers working in Un-Aided primary school in classroom behaviour. 3. There is need to recruit qualified and trained teachers in Un- Aided schools to enhance student motivation due to teachers classroom behaviour. CONCLUSION The findings of the study clearly demonstrate that teacher classroom behaviour is a significant determinant of student motivation in primary education. Students reported high levels of motivation when teachers conducted classes regularly and punctually, made learning interesting, emphasized the importance of education, treated slow learners with dignity, encouraged questioning and clarification of doubts, and promoted healthy competition within the classroom. These classroom behaviours contribute to creating a positive learning environment that enhances students' confidence, participation, curiosity, and commitment to learning. The comparative analysis further revealed that students studying in Aided primary schools exhibited the highest level of motivation, followed by students from Government schools, while students in Unaided primary schools reported comparatively lower levels of motivation. These differences indicate that teacher qualifications, professional training, classroom management skills, and institutional support may influence the effectiveness of teacher classroom behaviour and, consequently, student motivation. The study reinforces the view that teachers are not merely transmitters of knowledge but facilitators, mentors, and role models who significantly shape students' academic attitudes and learning experiences. Investment in continuous teacher professional development, particularly in learner-centred teaching methods, classroom communication, inclusive practices, and motivational strategies, is therefore essential for improving educational quality. Special emphasis should be placed on strengthening the professional competencies of teachers working in Unaided schools through regular training and recruitment of qualified teachers. Creating supportive, engaging, and inclusive classrooms will ultimately contribute to higher student motivation, improved academic achievement, and holistic development among primary school learners. REFERENCES 1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. 2. Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. 3. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. 4. Deci, E. L., & Ryan, R. M. (2000). Th

  generalrecommendations
  Keywords: teachers classroom motivation students primary schools student teacher aided behaviour learning school qualified training professional
• The Influence of Family Income on Motivation and Learning Achievement among Tamil Medium Senior Secondary Students in the Colombo Educational Zone (2026) · Journal of Educational Psychology and Assessment (JEPA) · doi

  Based on the findings of this study, researchers would like to give several recommendations to both educators and policy makers. Students with lower socioeconomic backgrounds and low family incomes should be identified and targeted programmes should be implemented with psychological support to improve motivation. It can help them to overcome the disadvantage due to low family income. Teachers should be trained to support the autonomy and competence of students with regular workshops. Teachers and learning environment should be supportive to give the students self-belief that they can succeed. Regular awareness programmes and counselling sessions can be arranged to improve the motivation of students while focusing on improving intrinsic motivation. Resource poor schools should be identified, and inequalities should be addressed to promote equal learning opportunities for all the students. Policymakers should implement targeted financial and educational support for the disadvantaged students with low family income. Policymakers should implement policies to support a learning environment that encourages fulfillment of basic psychological needs and improve motivation among students. Regular school-based motivation programmes can be conducted to improve motivation, self-efficacy and psychological well-being with more emphasis on students with low socioeconomic status. Regular in-service teacher training should be implemented with inclusion of modules on motivational psychology, socioeconomic inequalities in education, inclusive pedagogy, and strategies to support disadvantaged learners. ACKNOWLEDGEMENTS The authors thank the participating schools, principals, teachers, parents, and students for their cooperation in this study. Appreciation is also extended to the University of Colombo and the Colombo Zonal Education Office for their institutional support. REFERENCES Abayasekara, A., & Arunatilake, N. (2018). School-level resource allocation and education outcomes in Sri Lanka. International Journal of Educational Development, 61, 127– 141. https://doi.org/10.1016/j.ijedudev.2017.12.010 41 Journal of Educational Psychology and Assessment (JEPA) Vol. 1, Issue 1, June 2026 | ISSN: 3121-5106 (Online) Akram, M., & Ghani, M. (2013). The relationship of socioeconomic status with language learning motivation. International Journal of English and Education, 2(2), 406-413. https://ijee.org/assets/docs/32.89115333.pdf American Psychological Association (APA). (2018). Motivation. In APA Dictionary of Psychology. Retrieved February 20, 2026, from https://dictionary.apa.org/motivation American Psychological Association (APA). (2018). Socioeconomic status. In APA Dictionary of Psychology. Retrieved February 20, 2026, from https://dictionary.apa.org/socioeconomic-status Athirathan, S. (2025). The influence of academic moti

  generalrecommendations
  Keywords: students motivation socioeconomic support psychological improve regular learning status psychology education https dictionary family programmes
• A DESCRIPTION OF MOTIVATION FACTORS IN MAKTAB TEACHING (2018) · Zbornik radova Islamskog pedagoškog fakulteta u Zenici (Online) · doi

  As a more relevant finding we emphasize the need for conducting research that would approach this phenomenon in a more focused and thorough way based on the segments of teaching process (taking into account all motivational teaching strategies), and by the use of a standardized research instrument, since some of the current findings raised many open issues related to the quality of motivation in maktab teaching.

  generalabstractevidence 5/5
  Keywords: teaching relevant finding emphasize need conducting approach phenomenon focused thorough based segments process taking account
• Efectos de una intervención sobre el clima interpersonal motivacional generado por el docente de Educación Física (2026) · Profesorado Revista de Currículum y Formación del Profesorado · doi

  The study identifies a gap in the literature on the effects of teacher training programs on students' motivational variables. The study highlights the need for more research on the role of teachers in promoting physical activity and motivation in students. The study suggests that further research is needed to investigate the long-term effects of teacher training programs on students' motivational variables.

  generalstated research gapevidence 4/5
  Keywords: study identifies gap literature effects teacher training programs

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