A STUDY ON TEACHER MOTIVATION TOWARDS 21ST-CENTURY CLASSROOM TEACHING IN RELATION TO LEARNER SATISFACTION: A STRUCTURAL EQUATION MODELING APPROACH

Factors Influencing Student Satisfaction With Blended Learning in Pedagogical Skills Training in Vietnam

Bridging theory and practice: Self-efficacy as a mediator linking field training to the growth of pedagogical competencies among Chinese pre-service teachers.

Field-based pedagogical preparation constitutes a foundational pillar for cultivating pre-service teachers' classroom competencies by bridging educational theory and authentic instructional practice. This study explores the predictive relationships between three core segments of pre-service training-school teaching internships, classroom observational learning, and simulated micro-teaching-and pre-service teachers' self-reported growth in instructional proficiency, with a central focus on the intervening cognitive mechanism of teacher self-efficacy. Questionnaire data were collected from 399 randomly selected final-year pre-service teachers enrolled at a comprehensive normal university in China. Drawing on Partial Least Squares Structural Equation Modeling (PLS-SEM) and bootstrapping procedures, this research quantifies both direct predictive paths and indirect mediating pathways among the focal constructs. Results demonstrate that all three forms of field training exert significant positive direct effects on the refinement of pre-service teachers' pedagogical capabilities, and teacher self-efficacy significantly mediates each of these predictive linkages. These findings underscore the indispensable value of structured experiential training for integrating theoretical knowledge with classroom practice and boosting pre-service educators' instructional competencies. This paper proposes that normal universities should upgrade their systematic field training curricula, build supportive learning ecosystems for trainees, and intentionally foster pre-service teachers' domain-specific self-efficacy to facilitate their long-term professional development.

THE TEACHERS’ TEACHING STYLES ON STUDENT MOTIVATION AND ENGAGEMENT: THE MEDIATING ROLE OF STUDENT DIGITAL MEDIA SELF-EFFICACY (ELEMENTARY SCHOOL TEACHERS’ PERSPECTIVES)

The advancement of digital technology has transformed instructional practices in elementary schools; however, improvements in student motivation and engagement remain inconsistent, as prior studies have largely examined these relationships in isolation without addressing underlying psychological mechanisms. This study investigates the influence of teachers’ teaching styles on learning motivation and student engagement, with student digital media self-efficacy as a mediating variable. Using a quantitative survey of 313 elementary school teachers selected through quota sampling, data were collected via questionnaires and analysed using Partial Least Squares–Structural Equation Modelling (PLS-SEM), with student-related variables assessed through teachers’ perceptions. The findings reveal that teaching styles significantly influence digital self-efficacy (β = 0.598; p < 0.001) and learning motivation (β = 0.359; p < 0.001). Digital self-efficacy significantly affects student engagement (β = 0.596; p < 0.001) and learning motivation (β = 0.406; p < 0.001), while learning motivation also contributes to student engagement (β = 0.186; p = 0.008). These results confirm that digital self-efficacy functions as a central psychological mechanism linking pedagogical practices to student engagement. This study contributes theoretically by advancing a comprehensive mediation model that integrates pedagogical and psychological dimensions in digital learning, and practically by highlighting the need for adaptive, technology-integrated teaching strategies to strengthen students’ digital self-efficacy and sustain their motivation and engagement.

ACHIEVEMENT MOTIVATION AND SELF-DETERMINATION IN RELATION TO CREATIVITY AND CRITICAL THINKING IN MATHEMATICS EDUCATION

This study examined achievement motivation and self-determination as predictors of creativity and critical thinking in mathematics education among college instructors in private higher education institutions in Pagadian City, Philippines. Employing a descriptive-correlational research design, the study involved 210 respondents comprising 60 school administrators and 150 college instructors selected from four private higher education institutions. Data were collected using a researcher-developed questionnaire adapted from established literature on achievement motivation and self-determination. Descriptive statistics, independent samples t-test, z-test, and Pearson product-moment correlation were utilized to analyze the data. The findings revealed that the respondents consistently applied achievement motivation strategies, particularly in building students' confidence, encouraging inquiry, emphasizing conceptual understanding, providing authentic mathematical tasks, and promoting positive attitudes toward mathematics. Likewise, self-determination practices, including providing autonomy, demonstrating attentiveness, managing classrooms effectively, establishing learning centers, and fostering student interest, were frequently implemented. Significant positive relationships were found between achievement motivation and self-determination, indicating that these instructional practices contribute to the development of students' creativity and critical thinking. The study concludes that integrating motivational and self-determination strategies into mathematics instruction enhances higher-order thinking skills and supports meaningful learning. These findings provide empirical evidence for strengthening mathematics pedagogy and informing instructional enhancement initiatives in higher education institutions.

Sequential Implementation of Pedagogical Approaches in Novice Teaching: A Pilot Study on Students’ Perceived Teaching Style and Motivational Outcomes

Purpose : To analyze how students perceive their PE teacher’s interpersonal style when a structured sequence of pedagogical approaches (student- and teacher-centered) is implemented and to examine whether this intervention leads to motivational outcomes. Method : A preexperimental design with two measurement points was used, involving 58 third-year secondary students ( M age  = 14.02, SD  = 0.22). The intervention comprised three consecutive learning units. Pre–post differences were analyzed using repeated-measures multivariate analyses of variance. Results : Significant increases in autonomy-supportive and structuring teaching styles, with significant reductions in controlling and chaotic teaching styles, were found. Students reported significant improvements in autonomy, competence, and relatedness satisfaction; intrinsic motivation; integrated, identified, and introjected regulation; and intention to be physically active, alongside reductions in autonomy frustration, external regulation, and amotivation. Discussion/Conclusion : A structured pedagogical sequence can enhance students’ motivation and perceptions of teaching in PE, offering preliminary evidence that such sequencing may effectively guide coherent, adaptable, and inclusive instruction.

A Pedagogically Enriched Technology Acceptance Model: The Role of Inquiry-Oriented Instructional Design

This study examines teachers’ acceptance of an inquiry-oriented, Crime Scene Investigation (CSI)-based teaching sequence supported by a Virtual Scanning Electron Microscope (Virtual-SEM) using an extended Technology Acceptance Model (TAM). While TAM has been widely used to explain technology adoption, its traditional focus on cognitive perceptions may not fully capture the pedagogical complexity of educational settings. To address this, the study integrates pedagogical and affective variables, namely Inquiry Engagement (INQ), Trust (TR), and Self-Efficacy (SE), into the TAM framework. Data were collected from 30 teachers who evaluated a teaching sequence designed according to constructivist principles and the 5E Instructional Model. Descriptive statistics, reliability analysis, correlation analysis, and multiple regression analyses were employed to examine the relationships among constructs. The findings indicate high perceived usefulness, positive attitudes, and strong behavioral intention to adopt the sequence. Inquiry Engagement was significantly associated with both Perceived Usefulness and Attitude Toward Use, while Trust was significantly associated with Perceived Ease of Use and attitudes. In contrast, Perceived Usefulness showed a weak and non-significant association with attitudes, suggesting that pedagogical factors may play a particularly important role in technology acceptance. Attitude Toward Use showed the strongest association with Behavioral Intention. The findings provide preliminary support for an extended, pedagogically enriched TAM and highlight the potential importance of instructional design in technology acceptance.