Factors Affecting Teacher’s Motivation in Teaching Reading (A Case Study)

This research dealt with the teacher’s motivation in teaching reading. The
objectives of this study were: (1) to investigate factors of teacher’s motivation
occur on teaching reading class dominantly. (2) to analyze the way of teacher’s
motivation realized in teaching reading . (3) to analyze the reasons teacher’s
motivation realized in teaching reading in the way they are. The data were
obtained from interview transcripts, participant observation, and field notes and
the source of data was a female teacher who taught in science and social class.
The research design of this study applied descriptive qualitative and observational
case study. The data were collected by records and notes. The results of data
analysis in general were (1)types of teacher motivation in teaching reading in
science class: intrinsic motivation 5.03% and extrinsic motivation: amotivation
3.5%, external regulation 6.5%, introjections 38.8%, identification 35.3% and
integration 10.8%. (2)types of teacher motivation in teaching reading in social
class: intrinsic motivation 5.1% and extrinsic motivation: amotivation 5.8%,
external regulation 6.7%, introjections 33.6%, identification 36.5% and
integration 10.9%. (3)the ways of teacher’s motivation in teaching reading in
science class (16 items): well manage class 37.5%, purposefully program 0%,
variety style and sources 6.25%, high rate questioning 25% and feedback and
praise 31.5%. (4)the ways of teacher’s motivation in teaching reading in social
class (23 items): well manage class 13.04%, purposefully program 17.4%, variety
style and sources 7.4%, high rate questioning 30.4% and feedback and praise
21.7%. (5) reasons of teacher’s motivation in science and social class in
interview: (1) personal/social 13.3%, socio economic status 6.67%, students’
behavior 13.3% and self confidence/ personality of teacher 66.7%. (6) reasons of
teacher’s motivation in science class by class observation (82 items):
personal/social 2.4%, classroom environment 13.4%, students’ behavior 67.1%
and self confidence/ personality of teacher 17.1%. (7) reasons of teacher’s
motivation in social class by class observation (82 items): personal/social 3.7%,
classroom environment 3.7%, students’ behavior 59.8% and self confidence/
personality of teacher 32.9%. (8) reasons of teacher’s motivation in science class
in field note (39 items): personal/social 2.5%, classroom environment 10.3%,
students’ behavior 41.02% and self confidence/ personality of teacher 46.2%. (9)
reasons of teacher’s motivation in social class in field note (48 items): (1)
classroom environment 8.3%, students’ behavior 37.5% and self confidence/
personality of teacher 54.2%. Implication: teacher showed different motivation in
teaching reading in different class in same level.