THE INFLUENCE OF TEACHER VARIABLES ON STUDENTS MOTIVATION: A SURVEY AT LUONG VAN TUY SPECIALIZED HIGH SCHOOL IN NINH BINH (Khảo sát ảnh hưởng của các yếu tố thuộc về giáo viên tới động lực học của học sinh tại trường THPT chuyên Lương Văn Tụy, Ninh Bình)

Số thứ tự:…….

HANOI NATIONAL UNIVERSITY, VIETNAM
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF GRADUATE STUDIES

HÀ THỊ THANH THỦY

THE INFLUENCE OF TEACHER VARIABLES ON STUDENTS'
MOTIVATION: A SURVEY AT LUONG VAN TUY SPECIALIZED
HIGH SCHOOL IN NINH BINH

(Khảo sát ảnh hưởng của các yếu tố thuộc về giáo viên tới động
lực học của học sinh tại trường THPT chuyên
Lương Văn Tụy, Ninh Bình)

(MA. MINOR PROGRAM THESIS)

Field : English Teaching Methodology
Code : 60140111


HÀ NỘI - 2015

Số thứ tự:…….

HANOI NATIONAL UNIVERSITY, VIETNAM
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF GRADUATE STUDIES

HÀ THỊ THANH THỦY

THE INFLUENCE OF TEACHER VARIABLES ON STUDENTS'
MOTIVATION: A SURVEY AT LUONG VAN TUY SPECIALIZED
HIGH SCHOOL IN NINH BINH

(Khảo sát ảnh hưởng của các yếu tố thuộc về giáo viên tới động
lực học của học sinh tại trường THPT chuyên
Lương Văn Tụy, Ninh Bình)
(MA. MINOR PROGRAM THESIS)

Major: English Teaching Methodology
Code: 60140111
Supervisor: Assoc. Prof. Dr. Le Van Canh


HÀ NỘI - 2015


i
DECLARATION
I, Hà Thị Thanh Thủy, hereby certify that the thesis “The influence of
teacher variables on students’ motivation at Luong Van Tuy specialized high
school, NinhBinh” is submitted for the partial fulfilment of the Degree of Master of
Arts at the Faculty of Post Graduate Studies - University of Languages and
International Studies - Vietnam National University, Hanoi. I also declare that this
thesis is result of my own research and efforts and that it has not been submitted for
any other purposes.
Hanoi, 2015
Signature

Hà Thị Thanh Thủy


ii
ACKNOWLEDGEMENTS
First of all, I would like to express my indebtedness and sincere gratitude to
my supervisor Assoc. Prof. Dr. Le Van Canh for his invaluable guidance and great
support without which this thesis would not have been completed.
Besides, I am heartily thankful to all the lecturers and teachers of the Faculty
of Post Graduate Studies - University of Languages and International Studies Vietnam National University, Hanoi for their valuable and interesting lectures and
assistance during my study at the university.
Many thanks would go to all the teachers of English and students at Luong
Van Tuy specialized high school, Ninh Binh whose active participation and
cooperation helped me to fulfil this study.
Last but not least, I send my special thanks to my husband, my family and
my friends who provided abundant assistance and encouragement while this work
was in progress.


iii
ABSTRACT
This study examines the effects of teacher variables on students’ motivation
at Luong Van Tuy specialized high school in Ninh Binh. This study adopts the
survey design. The research made use of narratives and a standardised questionnaire
for data collection. Initially, a number of students were asked to write a guided
narrative to identify teacher variables having effects on their motivation. Results of
this analysis were used to develop the survey questionnaire, which was
administered to a larger number of the students whose responses were analysed
quantitatively. After the questionnaire responses were analysed, several students
were invited to write a free narrative about the teacher that most influenced their

learning motivation. This aims at further enhancing the results got from
questionnaire analysis. The findings revealed the teacher variables strongly
affecting students’ motivation. They are personality, teaching methodology, attitude,
and English proficiency.


iv
TABLE OF CONTENTS
Page
TABLE OF CONTENTS.............................................................................................................................iv
PART A: INTRODUCTION........................................................................................................................1
PART B: DEVELOPMENT.........................................................................................................................6
PART C: CONCLUSION...........................................................................................................................37

APPENDIXES...................................................................................................I


v
LIST OF ABBREVIATIONS
LVT school

Luong Van Tuy specialized high school

L2

Second or Foreign language

SD

Standard Deviation

vi

LIST OF TABLES
Page
Table 3.1: Motivating factors from teacher

16

Table 3.2: The most influential motivating factors

17

Table 3.3: The most influential demotivating factors

18

Table 3.4: Description of teacher variables

18

Table 3.5: Students’ rating of the influence of teacher’s personal
characteristics on their motivation
Table 3.6: Students’ rating of the influence of teacher’s professional
skills on their motivation.
Table 3.7: Student’s rating of the influence of teaching practices on
their motivation.
Table 3.8: Student’s rating of the influence of teacher’s attitude on
their motivation.

Table 3.9: Student’s rating of the influence of teacher’s English
proficiency on their motivation.

21
23
26
30
32


vii

LIST OF FIGURES
Page
Figure 3.1: Students’ motivation affected by teacher’s personal
characteristics.
Figure 3.2: Students’ motivation affected by teacher’s professional
skills.

21
24

Figure 3.3: Students’ motivation affected by teaching practices.

27

Figure 3.4: Students’ motivation affected by teacher’s attitude.

30

Figure 3.5: Students’ motivation affected by teacher’s English
proficiency.

33


viii
LIST OF APPENDIXES
Page
Appendix 1A: Form of guided narrative

I

Appendix 1B: Survey questionnaire

V

Appendix 1C: Free narrative

XII


1
PART A: INTRODUCTION
1. Rationale of the study
It is acknowledged that motivation plays a critical role in academic learning
in general and it is particularly true of the “sustained process of mastering a
second/foreign language (L2)” (Dörnyei, 2005, p. 616). Motivation is important
because it contributes to the achievement, but it is also important itself as an
outcome. It is a significant factor in student learning as it is positively correlated

with students’ willingness to learn, high level of cognition, creativity and
performance (Liu et al 2012). Regarding the persistent correlation between
motivation and success in L2 learning, Dörnyei (1998) asserts that “motivation
provides the primary impetus to initiate L2 learning and later the driving force to
sustain the long and often tedious learning process. Without sufficient motivation,
even individuals with the most remarkable abilities cannot accomplish long-term
goals. Similarly, appropriate curricular and good teaching are not enough on their
own to ensure students’ achievement. Additionally, high motivation can make up for
considerable deficiency both in one’s language aptitude and learning condition” and
“motivation can lead students to continue learning even after they fulfil a specific
goal”. The other reason why some scholars are interested in investigating
motivation might be the complexity of the issue. Human motivation to learn is a
phenomenon involving a number of different sources and conditions. Some of the
motivational sources are situation_specific that is they are rooted in the student’
immediate learning environment whereas some others appear to be more stable and
generalized, stemming from a succession of student’s past experience in social
world (Dörnyei, 2001). Although there have been numerous studies on factors that
influence students’ motivation such as gender differences, students’ interest,
supportive parental involvement, learning environment, not many studies have been
conducted on how teacher variables affect students’ motivation. I believe that
teachers influence students’ motivation to learn as much as other factors, and
therefore I have decided to conduct this study.


2
Current learning and teaching English at Luong Van Tuy specialized
high school.
Regarding English language teaching and learning, the local and school
leaders, teachers, students and their parents pay a lot of attention to it because
English is among the most important subjects at the school. Firstly, it is a

compulsory subject and one of the required one in the examination the students
have to pass in order to be qualified for the General Education Diploma. It is also
the subject a large number of students choose to pursuit as the core one to take part
in university entrance examination. Furthermore, it is the main one of the students
at English major classes. Last but not least, it is going to be the language of
instruction used at classes specialized in natural sciences according to “The Project
of Foreign Language Education in the National Educational System for the period
2008-2020”. Normally, at LVT school, students in each class have three periods
learning English with the English textbook and extra periods in the afternoon for
consolidation every week. In English major classes the total periods are 12 and the
materials are not only the text book issued by Ministry of Education and Training
but also the ones adapted by the teachers. The responsibility of teaching the
language is on the hand of the teachers of English at the school. There is no foreign
teacher here.
Identification of the problem
I have been a teacher at the school for more than 10 years. During this period
of time, I have noticed that though English is quite significant subject, there are two
opposite sides of the situation. At some classes, the atmosphere was very cheerful.
Students appeared to be paying attention: they were not displaying any inattentive
or disruptive behaviour, they were looking at the teacher and following his or her
movements, looking at visual stimuli, turning to watch another student who is
contributing to the task, following the text being read or making appropriate
nonverbal responses. They actively took part in classroom interaction or worked on
assigned activities. At least one third of the students were volunteering without the


3
teacher having to coax them in any way. After class, they made every effort to
improve their English by attending extra classes, courses or making use of media
available and complete all the homework or assignments that they are required. In

contrast, at some other classes, the atmosphere was very dull due to the students’
passiveness. Many students failed to engage in the classroom activities even when
they could perform very well if they tried. Some showed not much interest to the
subject and learning the language as expected. They do not fulfil any of the tasks
required. Then, I decided to investigate the situation by several means. First, I
attended both types of classes. I noted remarkable features of classes down. Then I
had open talks with students. The talks turned out to be lively discussions in which
my students honestly expressed their true feelings about learning English. Most of
them shared the view that their teacher had huge influence on their motivation
because teacher is not only the instructor, facilitator but also their main input
because students do not have exposure to the target language. When this issue was
brought to the discussion held at the English Department, it received considerable
attention and generated serious argument among teachers. From the reality and their
experience, all came to the conclusion that teachers are definitely among the most
influential motivating factors.
With a view to clarifying to what extent the teacher variables affect students’
motivation in the school context in order to better her teaching and help her
colleagues gain deeper understanding on the matter, the researcher carried out this
research and also submitted it in partial fulfilment of the requirements for the
Degree of Master of Art.
2. Aims of the study
The study attempts to investigate how teacher related factors or variables
affect students’ motivation within the context of a specialized high school.
3. Objectives
The objectives of the study are as follows:
-

To find out student’s opinion on teacher variables which influence their

motivation to learn English.

4
-

To classify teacher variables that have positive and negative influence on

students’ motivation to learn English according to the students’ self-reports.
4. Research questions
In an attempt to achieve the above aims and objectives, the study was
designed to find answers to the following research questions:
1. What are teacher variables that affect students’ motivation in learning
English in a particular specialized high school?
2. How do these variables influence students’ motivation?
5. Scope of the study
The study limits itself to the understanding of students’ perspective on
teacher variables that have influence upon their motivation to learn English. The
student participants were from a specialized high school in Ninh Binh province.
6. Research methodology
As this study is a survey study in nature, a mixed - methods approach was
employed to achieve the needed triangulation. Accordingly, data was collected from
various sources such as observation, students’ narratives, and questionnaire. The
collected data were analysed both quantitatively and qualitatively.
7. Significance of the study
The study is of great value as it, firstly, provides an in-depth investigation
into the issue to provide certain knowledge for teachers at LVT school to rely on
when dealing with issues that involve motivational concerns and when making
instructional decision. Furthermore, it could serve well those who have been quite
interested in the research of language learning motivation and may supply
researchers with knowledge for deeper study as well. It could also provide valuable

information for teacher trainers and the authorities.
8. Structure of the Thesis
The study consists of three main parts:
Part A: Introduction.
This part deals with the rationale, aims, objectives, scope, methods and the
significance of the study.


5
Part B: Development
This part has four chapters:
Chapter 1: Literature Review:
Theoretical background related to language teaching, language acquisition
and mostly motivation as well as variables is presented.
Chapter 2: Research Methodology
The chapter discusses the methodology including situation analysis,
participants, data collection instruments.
Chapter 3: Major findings and discussions
The chapter gives an analysis of the data, presents the major findings and
gives discussion about the findings.
Chapter 4: Summary of the findings and recommendations
Summary is provided and implications are put forward in the chapter.
Part C: Conclusion:
Part C gives the conclusion from the results of the findings, limitations of the
study and some suggestions for further research


6
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW

1.1. Definitions of motivation
Motivation has been defined differently from different theoretical
perspective. According to Gardner (1985, p. 10), motivation is the “extent to which
an individual works or strives to learn the language because of a desire to do so and
the satisfaction experienced in this activity”. According to this definition,
motivation consists of three components (1) effort expanded to achieve a goal, (2) a
desire to learn the language, and (3) satisfaction with the task of learning the
language. (p. 13).
Ellis (1997, p. 75) defines motivation as “the effort which learners put into
an L2 as a result of their own need or desire to learn” and he indicates that
“motivation involves the attitude and affective states that influence the degree of
effort that learners make to learn an L2”. Hence, in his viewpoint, motivation to
learn a second language refers to the extent to which the individual works or strikes
to learn the language because of a desire to do so and the satisfaction experienced in
the activity.
All these definitions of motivation share one common limitation that they
view motivation as a solely cognitive construct. Aware of this limitation, other
researchers (e.g. Dörnyei, 2009; Ushioda, 2009) have recently shifted their focus on
the situated complexity of the second language (L2) learning motivation process
and called for the adoption of the socio-dynamic perspective on L2 motivation
research. Attention thus focuses on the interaction between the learning situation
(e.g. instructional techniques, classroom environment, interpersonal relations) and
individual motivational cognitions and behaviours (e.g. goals, attitude, beliefs, selfregulatory strategies (Dörnyei, 2002, Dörnyei & Tseng, 2009). From this theoretical
perspective, researchers have found that certain aspects of teacher behaviour and
teacher - student relations play a significant role in shaping students’ intrinsic
motivation (Noels, et al., 1999).


7
Because of the complexity of L2 learning motivation and considering the aim

of this study, the following definition by Dörnyei and Otto (1998) is adopted. These
authors define L2 learning motivation “the dynamically changing cumulative
arousal in a person that initiates, directs, co-ordinates, amplifies terminates and
evaluates the cognitive and motor process whereby initial wishes and desires are
selected, prioritised, operationalized and (successfully or unsuccessfully) acted out”
(p. 65).
1.2. Types of motivation
Gardner and Lambert (1972) divided several attitudinal and motivational
factors that contributed to learning success into instrumental and integrative
motivation.
Instrumental means learners study a language in order to achieve practical
goals such as getting a job or completing translation tasks, while integrative
motivation means that learners study English to become more knowledgeable about
culture of English speaking countries and societies and to integrate themselves into
the culture.
Gardner and his colleagues found that integrative motivation, which refers to
“a sincere and personal interest in the people and culture represented by the other
language group” (Lambert, 1974, p. 98) was a more powerful predictor of linguistic
achievement as it was consistently correlated with L2 linguistic achievement.
Meanwhile, one area where instrumental motivation can prove to be successful is in
the situation where learner is provided with no opportunity to use the target
language and therefore, no chance to interact with members of the target group.
Gardner and Lambert (1972) suggested that individuals with an integrative
orientation would demonstrate greater motivational effort in learning an L2 and,
thus, achieve greater L2 competence. However, Ely (1986) argued that it is not
always easy to distinguish between the two types, which seem to be quite
reasonable.
Another categorization is from Deci (1975, cited in Brown 2007) who put
motivation into intrinsic and extrinsic one.

8
Intrinsic motivation is inclinations without any extrinsic rewards such as
prize or money. It is to do with “behaviour performed for its own sake in order to
experience pleasure and satisfaction” (Dörnyei, 2001, p.27)
Conversely, extrinsic motivation is related to the same extrinsic rewards. It is
about “performing a behaviour as a means to an end, that is to receive some
extrinsic reward or to avoid punishment” (Dörnyei, 2001, p.27).
In other words, intrinsically motivated people accomplish a task for an
internal interest whereas extrinsically motivated people perform an activity because
of an interest external to the activity. Notably, it has been argued that intrinsic
motivation is more effective than extrinsic motivation in language learning for longterm retention. Nevertheless, research on intrinsic/extrinsic motivation by Deci, E.L
& Ryan, R. M (1991) shows that under certain circumstances if sufficiently selfdetermined and internalised, extrinsic rewards can be combined with, or even lead
to, intrinsic motivation.
1.3. Teacher variables affecting students’ motivation
Because motivation is a complex construct, it is affected by a variety of
different factors. However, since the primary aim of this study is to gain insights
into how teacher variables affect the students’ motivation from the students’
perspectives, only the literature on teacher variables influencing students’
motivation in L2 learning is reviewed.
Studies conducted by Dörnyei and Csizé’s (1998) and Chambers’s (1999)
confirmed that of all the factors that were hypothesised to contribute to the students’
positive or negative appraisal of L2 learning, the teacher came out on top for all
cohorts surveyed and that almost everything a teacher does in the classroom has a
motivational influence on students.
Trang & Baldaulf (2009) conducted a questionnaire survey on 100
Vietnamese university undergraduates and found that “the largest source of
demotives was related to teachers... And within the four demotive categories related
to teachers, teaching methods provided the largest source of demotives” (p. 100)

9
According to Dörnyei (2001, p. 35), the multiple influences teachers have on
students’ motivation are seen through four interrelated dimensions:
1.3.1. The personal characteristics of teachers (e.g. level of motivation,
commitment, warmth, empathy, trustworthiness, competence, etc)
The characteristics determine the rapport between teachers and students and
largely responsible for the affliative motive, which refers to the students’ need to do
well in school in order to please the teacher or other superordinate figures
(including their parents) (Ausubel et at., 1978).
Motivational teacher influences are manifold, ranging from the rapport with
the student to specific teacher behaviours which “persuade” and/or ‘attract’ students
to engage in on -task behaviours. A key element is to establish relationships of
mutual trust and respect with the learners (Alison, 1993). According to Dörnyei
(2001), this involves finding opportunities to talk with them on a personal level and
letting them know that we have thought about them and that their individual effort
is recognized. Another factor which many believe to be the most important
ingredient of motivationally successful teaching is enthusiasm. Students take cues
from their teachers about how to respond to school activities. Enthusiastic teachers
convey a great sense of commitment to and excitement about the subject matter
content, not only in words but also by body language.
1.3.2. Teacher immediacy
Christophel (1990) found that teacher immediacy is one aspect of teacher’s
classroom behaviours that have a considerable effect on student motivation.
According to Dörnyei (2001), immediacy refers to the “perceived physical
and/or psychological closeness between people, and cumulative results from several
studies indicate that teacher’s verbal and non-verbal immediacy behaviours that
reduce the distance between teacher and students (e.g. addressing students by name,
using humour, moving around in class, including personal topics and examples)
may impact levels of learning by modifying student classroom motivation” (p.36).

Undoubtedly, warm, caring teachers are more likely to be successful motivators
than indifferent or rejecting teachers.


10
1.3.3. Active motivational socialising behaviour
According to Brophy and Kher (1986), Juvonen and Nishina (1997), Pintrich
and Schunk (1996), there are three channels through which teachers communicate
their beliefs, expectations and attitude, thereby pressing their students to adopt
similar belief, attitude, expectations and associated behaviours. The channels by
which teachers can exert direct and systematic motivational influence by means of
actively socialising the learner’s motivation are:
-

Modelling: setting an example both in terms of effort expenditure and

orientations of interest in the subject.
-

Task presentation: calling students’ attention to the purpose of the

activity they are going to do, its interest potential and practical value and the
strategies that may be useful in achieving the task, thus raising students’ interest,
metacoginitive awareness and expectation of success.
-

Feedback/reward system: communicating a clear message about their

priorities, value preferences and attributional belief.
1.3.4. Classroom management

Teachers are in almost total control of the running of the classroom,
including setting and enforcing rules, establishing procedures and organising
grouping activities. These in turn greatly influence the students’ motivation;
therefore, the teacher’s classroom management practices constitute a fourth central
motivational domain.
Lewin et al.’s (1939) classic study on leadership styles shows that a lack of
order generates a great deal of stress and undermines student achievement. Two
aspects of the managerial role are particularly important:
-

Setting and maintaining group norms.

Group norms are central determinants of student behaviour in classroom
settings. Through their position as designated leaders, teachers have a special
responsibility in setting up and maintaining those rules. If the teacher does not pay
enough attention to enforcement of the established norms, learners immediately


11
receive a clear message that those rules are not really important, which will result in
the rules rapidly being discounted and disobeyed.
-

The teacher’s type of authority.

Providing order in itself may not be sufficient to generate motivation because
student motivation is also a function of the teacher’s authority type, that is, whether
the teacher is autonomy supporting or controlling. Sharing responsibility with
students, offering them options and choices, letting them have a say in establishing
priorities and involving them in the decision-making process enhance student self determination and intrinsic motivation (Deci et al., 1991).

To sum up, motivation is quite a complex concept and understood differently.
It possesses not only psychological but also social as well as educational
characteristics. Therefore, its influence is diverse. Within a chapter of a study it is
impossible to embrace everything related to the concept. Only a brief review is
presented in the hope to bring readers most general features and help them get
further understanding of the concept in order to catch objectives of the research.


12
CHAPTER 2: RESEARCH METHODOLOGY
The chapter presents the context of the study, participants, data collection
instruments, data collection instruments, data analysis.
2.1. The context of the study
2.1.1. The research site
The study was carried out at Luong Van Tuy specialized high school,
NinhBinh (LVT school). The school is situated in heart of the province, and named
after the local hero Luong Van Tuy. There are 11 types of major classes namely
math, informatics, physics, chemistry, biology,

literature, history, geography,

English, French and two non- major classes. As being the unique specialized high
school of the province, it receives huge support from local authorities and people;
the school has all facilities to meet the requirements of teaching and learning
activities. Every classroom is equipped with a projector, a computer linked to the
internet, a cassette player and other teaching as well as learning aids.
There are 12 teachers of English at the school. There is no foreign teacher
working at the school.
Students of the school are candidates who are qualified enough to pass an
entrance exam organized by Ninh Binh Department of Education and Training and

put into classes according to their major subjects.
2.1.2. Participants
The participants in the research were 84 students including those from all
types of classes: They are all 10th form, 11th form and 12th form students with
different backgrounds levels of English. One third of the participants are at English
major classes, whose English proficiency is at least intermediate and they have
studied English for longer period of time than the others and English is of great
importance to them. The other students are from classes specialized in both natural
and social sciences and even from non-major classes. Their English proficiency
ranges from elementary to intermediate. The participants also include the students
that the researcher is teaching.


13
The purpose of choosing participants from diverse groups is to obtain rich
information for the research.
2.2. Data collection instruments
Dörnyei (2001a) claims “a combination of qualitative and quantitative design
might bring out the best of approaches while neutralizing the shortcomings and
biases inherent in each paradigm” (p. 242). Therefore, a mixed-methods approach
was adopted in this study. Data were collected from various sources including
students’ guided narratives, free narrative and survey questionnaire.
2.2.1. Narratives
According to Barkhuizen, Benson and Chik (2014), narrative inquiry brings
storytelling and research together either by using stories as research data or by using
story telling as a tool for data analysis or presentation of findings (p. 3). These scholars
go on to state that “narrative content can certainly contribute to a richer and more
rounded understanding of language teaching and learning as lived experience (p. 6).
Narratives can be guided or free. A guided narrative is “a story in skeletal
form” (Barkhuizen et al. (2014, p. 45). In this study both types of narratives: guided

and free were used. In the first phase of the study, 28 students were randomly
selected from different class and invited to write a guided narrative (See Appendix
1A). The primary aim of guided narrative is to identify the teacher related
motivating and demotivating factors and gain students’ general understanding on
these factors. It provides insights into the issue and help develop ideas for potential
quantitative research - questionnaire. Based on the information from the students’
guided narratives, a questionnaire was written (see Appendix 1B) and then
administered among 84 other students. After the questionnaire responses were
analysed, several students were invited to write a free narrative about the teacher
that most influenced their learning motivation. (Appendix1C).
2.2.2. Questionnaire
A 21-item questionnaire, which was composed of both closed-ended and
open-ended items based on Dörnyei’s (2001) teaching practices and on the


14
information gained from guided narrative. The variety of item types was used to
elicit different types of data (Brown, 2001; Dörnyei, 2003). Part 1 (Question 1 to
11) are open - ended questions that were supposed to elicit the students’ rich,
detailed and personal perspectives of teacher variables affecting their motivation,
their satisfaction with the teachers’ English proficiency, personality and teaching
methodology. Part 2 (Question 1 to 10) is of multiple- choice type, finding out
students’ responses to different classroom activities and teacher’s behaviours. To
make respondents feel comfortable in understanding the instruction and questions
accurately, the questionnaire was written in Vietnamese. The data were entered into
the SPSS software (v.16.0) for processing and analysis.
2.2.3. Reliability of the Questionnaire
The case processing summary aims at measuring the validity of the data. The
information in the table shows that none is excluded so all the responds are valid.
Case Processing Summary

N
%
Cases Valid
84
100.0
a
Excluded
0
0.0
Total
84
100.0
The ‘Cronbach’s alpha' was used to check the reliability of the survey
questionnaire tool.
Reliability Statistics
Cronbach’s Alpha
Number of item
0.992
21
The estimated overall internal consistency was 0.992. This confirmed that
the instrument to be highly reliable in measuring the influence of teacher related
factors on students’ motivation. A similar process was carried out to estimate the
reliability coefficient for each of the sub-scales The Corrected Item-Total
Correlation ranges from 0.871 to 0.961 so all items are highly reliable and valuable
for the study.