This study identified the process of interaction between students’ motivation and characteristics of two physics teachers: one who exhibited effective physics teacher characteristics frequently and one who exhibited the characteristics rarely. The two case teachers were selected to predict contrasting and comparable results. The data gathered from the semi-structured interviews, follow-up interviews, direct observation, video recordings, and field notes were analyzed both by single case and by cross-case analysis to strengthen the findings from two case teachers. Findings indicated that teachers’ characteristics like enthusiasm and giving examples from daily life increased students’ motivation by increasing their attention and willingness to participate in the classroom discussion. Even though a teacher frequently exhibited the effective characteristics by providing every opportunity for their learning, students wanted a classroom environment where they could stay calm and be more passive. The students did not like to be constantly forced by the teacher to share their views. In the lesson of a teacher who rarely exhibited the effective characteristics, students demanded a classroom environment where they could be more active. The students were not satisfied when their teacher avoided asking questions or had difficulty in solving the problems. Students, in general, resisted the teacher’s behaviors or characteristics when the teachers exhibited inconsistent behaviors.
Physics Education, Teacher Characteristics, Student Motivation, Multi-Case Study, Situated Motivation
The authors would like to acknowledge and to express their deep appreciation to Professor Sally St. George (University of Calgary) for her valuable academic and conceptual editing.
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Recommended APA Citation
Korur, F., & Eryilmaz, A. (2018). Interaction between Students’ Motivation and Physics Teachers’ Characteristics: Multiple Case Study. The Qualitative Report, 23(12), 3054-3083. https://doi.org/10.46743/2160-3715/2018.3178