THE RELATIONSHIP BETWEEN TEACHER MOTIVATION, TEACHER SELF-EFFICACY AND TEACHING READING COMPREHENSION SKILLS: THE ESL TEACHERS IN HYDERABAD, INDIA
The teaching of reading comprehension skills depends on teacher motivation and teacher self-efficacy, which is a major concern among most English as second language (ESL) teachers in many Indian schools. Many constraints, such as large classrooms, students’ attitude and insufficient infrastructure, adversely affect teacher motivation and teacher self-efficacy. The government schools in the Telangana state reported a lack of teacher motivation and teacher self-efficacy and a persistent decline in students’ reading skills as per the ASER report. Accordingly, the government has imposed an eligibility test and a two-year training for teachers. However, scientific studies on teacher motivation and teacher self-efficacy, particularly on the ESL teachers in this region, are still lacking. The present study, therefore, aims to examine the relationship between teacher motivation, teacher self-efficacy and teaching reading comprehension skills among ESL teachers in government secondary schools in the Hyderabad district, India. In this study, 219 teachers were surveyed from the English medium secondary schools of Hyderabad district, Telangana State. The quantitative approach was used to gather data. The survey comprised the scale of SDT, intrinsic and extrinsic questionnaire, TSES for teacher self-efficacy and PIRLS for TRCS.
Teacher motivation. Teacher self-efficacy, Hyderabad, ESL, ASER, TRCS