CHAPTER ONE

GENERAL INTRODUCTION

In recent years and even in the modern and present day’s society, teachers are often seen and looked upon as role models and drivers of all vocations and professions Gardner . (1991).According to the American Psychological Association (APA) (2020) , a teacher is a professional who instructs, guides, and supports students in their academic and   personal development. The National Education Association (NEA) defines a teacher as a dedicated professional who nurtures the intellectual, social, and emotional growth of students through effective instruction and mentorship (National Education Association, n.d.). The collaboration between teachers and students is very keen in harnessing the potential of their respective students or learners they handled. Decades ago, the teaching profession was looked upon as teachers centered approach where student were regarded as kindergarten in which teacher come and pour knowledge  in order to carried out their effective transformation but today’s teaching professions we now look at the teaching as student centered approach were student construct knowledge and understanding of themselves through interaction with others  especially teachers , who provide scaffolding and support to their learning ( Vygotsky, 1978)  and  how  teaching is being carry out. This means that when teachers jointly plan lesson, communicate, shared resources, it improve on the teaching styles thereby causing the student to get motivated to learn.

Teacher collaboration is defined as a cooperative effort among educators to exchange ideas, solve problems, and enhance teaching effectiveness through mutual support and shared goals (Lieberman & Miller, 2008), describes teacher collaboration as a collaborative partnership between educators aimed at enhancing teaching practices, fostering professional growth, and promoting student success , this therefore means that collaboration between the teachers has an influence to student motivation to learn due to their  joint plan of lessons, constant communication , shared resources. Through collaboration, teachers can collectively identify and address challenges, shared goals, and adapt instructional strategies to better meet the diverse needs of students. Collaboration enables the implementation of innovative teaching methods, differentiated instruction, and tailored interventions, ultimately contributing to improved student engagement, comprehension, and academic achievement.  Moreover, According Maslow. (1943) Motivation is the driving force that compels individuals to fulfill their needs and achieve personal growth and self-actualization. This therefore means that when teacher collaborate with students in the learning process, it can significantly enhance students’ motivation to engage in classroom activities, attend classes regularly, complete assignment and and actively participate in discussion.). When teacher work together and support each other, students feel motivated to learn. This collaboration helps teachers create a positive learning environment, personalize introduction, and give helpful feedback. This boosts students’ confidence, independence, and sense of belonging, leading to their intrinsic motivation to learn and succeed

Background to the Study

Teacher collaboration involves teachers collaborating with colleagues within and across disciplines to develop innovative teaching strategies, share best practices, and create a supportive learning environment for students (Rosenholtz, 1989). The concept of teacher collaboration was introduced by Lortie in 1975, yet continues as an effective professional practice into the 21″ century. DuFour (2011) defined collaboration as “a systematic process in which teachers work together interdependently to analyze and impact professional practice and improve results for their students, team, and school”. A teacher collaboration model may include the following characteristics: valuing individual contributions equally; having a shared goal; sharing responsibility; possessing shared accountability for whatever results that might occur; building upon shared resources; and believing in the importance of shared decision making, trust, and respect (Sevier County Special Education, 2009)..

Schmoker (2007b) proposed collaboration enables teachers to deepen their understanding about teaching.Teacher collaboration elicits conversation regarding the assessment of foundational principles and benefits of best practices, the evaluation and renewal of one’s professional objectives, liberal criticisms, supportive professional relationships, and insightful practices (British Columbia Teachers’ Federation, n.d.). According to Garcia (2008), teacher collaboration may occur in various settings, such as teacher learning communities, professional learning communities, study groups, grade level or departmental teams, leadership academies, workshops, institutes, and retreats

More ever, teacher collaboration has its roots in the early 20th century when educators began to recognize the importance of teachers working together to improve student outcomes. In the 1960s and 1970s, researchers such as Rosenholtz (1989) and Little (1982) conducted studies that highlighted the benefits of collaborative teaching practices. These early studies laid the foundation for further research on the topic. Collaborative learning is an interchangeable word to teacher collaboration where collaborative learning involves teacher- teachers, teacher- student and student-students’ collaboration. Smith and Jones (2018) conducted a study on the impact of teacher collaboration on student motivation. They found that students in classrooms where teachers collaborated frequently reported higher levels of motivation and engagement in their learning. The researchers attributed this to the fact that collaborative teachers were better able to tailor their instruction to meet the diverse needs of their students and create a more supportive learning environment.

Teacher collaboration has long been recognized as a valuable tool in education, with research showing that when teachers work together, student outcomes improve (Hargreaves & Fullan, 2012). This collaborative approach can have a significant impact on student motivation to learn, as teachers can share ideas, resources, and strategies to engage students and create a positive learning environment.

One of the earliest studies on teacher collaboration and its impact on student motivation was conducted by Little (1990), who found that when teachers work together to plan and implement instruction, students are more likely to be engaged and motivated to learn. This collaborative approach allows teachers to share their expertise and experiences, leading to more effective teaching practices and better student outcomes. Another study by Bryk and Schneider (2002) further supported the importance of teacher collaboration in improving student motivation. They found that when teachers collaborate to set high expectations for students and provide support for their learning, students are more likely to be motivated and engaged in their studies. This collaborative approach also helps teachers identify and address the individual needs of students, leading to more personalized and effective instruction.

In recent years, the focus on teacher collaboration has only increased, with many schools and districts implementing professional learning communities (PLCs) to promote collaboration among teachers (DuFour & Eaker, 1998). These PLCs provide a structured framework for teachers to work together to improve their practice and support student learning. Study has shown that schools with strong PLCs have higher student achievement and improved student motivation (Hord & Sommers, 2008). In addition to the benefits of teacher collaboration on student motivation, research has also shown that collaboration can lead to increased job satisfaction and professional growth for teachers (Harris & Muijs, 2005). When teachers have the opportunity to work together, they can learn from each other, share best practices, and support each other in their professional development. This collaborative approach can help teachers feel more connected to their colleagues and their work, leading to greater job satisfaction and retention.

Motivation to learn is a critical factor in student learning and academic achievement, as it influences students’ willingness to engage in learning activities, persist in the face of challenges, and strive for success (Deci & Ryan, 2000).One of the earliest theories of motivation in education is the behaviorist perspective, which emerged in the early 20th century. Behaviorists such as B.F. Skinner focused on external rewards and punishments as key factors in shaping student behavior and motivation. According to behaviorist theory, students are motivated by the prospect of rewards or the avoidance of punishment, and teachers can use these incentives to encourage desired behaviors in the classroom (Skinner, 1953). While behaviorism provided a useful framework for understanding some aspects of student motivation, it was criticized for its limited focus on external factors and its failure to account for the role of internal processes such as cognition and emotion (Deci & Ryan, 2000). This criticism led to the development of cognitive theories of motivation, which emphasized the importance of students’ beliefs, goals, and self-regulation in driving their motivation to learn.

One of the most influential cognitive theories of motivation is self-determination theory (SDT), developed by Deci and Ryan (1985). SDT posits that students are motivated by three basic psychological needs: autonomy, competence, and relatedness. When these needs are satisfied, students are more likely to experience intrinsic motivation – a desire to engage in activities for their own sake, out of interest or enjoyment. In contrast, extrinsic motivation – driven by external rewards or pressures – is less effective in promoting long-term engagement and learning (Deci & Ryan, 2000).

The humanistic perspective on motivation also emerged in the mid-20th century, with theorists such as Maslow (1943) emphasizing the importance of fulfilling students’ higher-level needs for self-actualization and personal growth. According to Maslow’s hierarchy of needs, students must have their basic physiological and safety needs met before they can focus on higher-order needs such as belongingness, esteem, and self-actualization. Educators can support students’ motivation by creating a supportive and inclusive learning environment that addresses these diverse needs (Maslow, 1943).

In recent decades, socio-cultural theories of motivation have gained prominence, highlighting the role of social and cultural factors in shaping students’ motivation to learn. Vygotsky’s sociocultural theory (1978) emphasizes the importance of social interactions and cultural contexts in promoting student learning and motivation. According to Vygotsky, students learn best when they are engaged in collaborative activities with peers and guided by more knowledgeable others, such as teachers or mentors.

The concept of motivation has also been influenced by contemporary study on mindset theory, which focuses on students’ beliefs about their own abilities and potential for growth. Dweck (2006) proposed the idea of a growth mindset, in which students believe that their intelligence and abilities can be developed through effort and practice. In contrast, a fixed mindset is characterized by the belief that intelligence is fixed and unchangeable. Educators can promote a growth mindset in students by providing feedback that emphasizes effort and improvement rather than innate ability.

Furthermore Goddard, Goddard, and Tschannen-Moran (2007) demonstrated that when teachers collaborate, it fosters a sense of collective efficacy among them, which refers to their shared belief in their ability to positively influence student learning. This means that, when teachers are able to joint plan lesson, communicate, shared resources, it improve on the teaching styles therefore causing the students to get motivated to learn. But , when teachers are not able to do such like joint plan lesson, communicate , it will demotivate student to learn.

Moreover, Bryk and Schneider(2003) teacher collaboration has been  positively impact student motivation. When teachers collaborate, they can create a supportive and inclusive learning environment, which fosters student motivation, participation, and engagement. Teacher collaboration had a significant positive effect on student achievement. They observed that schools with a strong culture of collaboration among teachers had higher student test scores compared to schools with limited collaboration  A study by Moolenaar et al. (2012) found that collaborative teaching practices were associated with higher student motivation levels and a stronger sense of belonging in the classroom.

Furthermore, collaborative professional development opportunities, where teachers work together to enhance their knowledge and skills, can also have a positive impact on student outcomes. A study by Ronfeldt et al. (2015) revealed that when teachers engage in collaborative professional learning communities, student achievement increases significantly. When teachers collaborate, they can share instructional strategies, exchange ideas, and co-plan lessons, resulting in improved teaching practices. This collaborative approach enables teachers to enhance their pedagogical skills, leading to better student engagement, understanding, and academic performance.

Deci and Ryan (1985), Self-Determination Theory posits that individuals have innate psychological needs for autonomy, competence, and relatedness. When these needs are satisfied, individuals are more intrinsically motivated to engage in educaticational activities. Teacher collaboration can support students’ autonomy by providing them with choices and opportunities to take ownership of their learning. Collaborative practices can also enhance students’ sense of competence by providing them with support and feedback from multiple teachers, leading to increased self-efficacy. Additionally, teacher collaboration can foster a sense of relatedness by creating a supportive and inclusive learning environment where students feel connected to their teachers and peers.

Bandura (1986), Social Cognitive emphasizes the role of social interactions in shaping individuals’ beliefs, behaviors, and intrinsic motivations. Teacher collaboration can serve as a model for students, demonstrating effective communication, problem-solving, and teamwork skills. By observing teachers collaborate, students can learn how to work together with their peers, leading to increased motivation and engagement in learning activities. Moreover, collaborative practices can provide students with opportunities for social learning and peer support, which can enhance their motivation to learn

In the context of some selected schools in Government Secondary School in Bamenda, although specific studies may be limited, we can draw on the broader research on teacher collaboration in educational settings to understand its potential impact. Establishing structures and platforms that promote teacher collaboration, such as professional learning communities, collaborative planning time, or mentoring programs, can positively influence learning outcomes and student motivation in public secondary schools.

Overall, empirical evidence suggests that teacher collaboration plays a crucial role in improving learning outcomes and student motivation in public secondary schools. By fostering collaboration among teachers in Bamenda, educators can create a supportive and enriched educational environment that benefits students and enhances their educational experiences.

Teacher collaboration has been widely investigated in the field of education, as it holds the potential to significantly impact learning outcomes and student motivation in public secondary schools. While there is limited empirical research specifically focused on teacher collaboration in Bamenda, we can draw upon general empirical evidence and theoretical frameworks to shed light on its potential influence in this context.

Empirical studies conducted in other educational contexts have consistently shown positive associations between teacher collaboration and improved learning outcomes. For instance, a meta-analysis by Hattie (2009) revealed that teacher collaboration has a moderate positive effect on student achievement. Collaborative practices, such as joint planning, curriculum development, and sharing of best practices, can lead to more effective instructional approaches and ultimately enhance students’ academic performance. Furthermore, teacher collaboration has been found to positively impact student motivation. A study by Goddard, Goddard, and Tschannen-Moran (2007) demonstrated that when teachers collaborate, it fosters a sense of collective efficacy among them, which refers to their shared belief in their ability to positively influence student learning. This collective efficacy, in turn, influences students’ motivation, as they are more likely to be engaged and strive for success when they perceive their teachers to be confident and competent. It is important to note that the specific context of Bamenda may introduce unique factors and dynamics that could influence the outcomes of teacher collaboration. Factors such as school culture, leadership support, resource availability, and teacher professional development opportunities could play a role in shaping the impact of collaboration on learning outcomes and motivation in public secondary schools.

To further understand the influence of teacher collaboration on learning outcomes and motivation in Bamenda, it would be beneficial to conduct localized empirical studies that account for the specific context and factors at play. These studies can investigate the nature and extent of teacher collaboration, identify any barriers or facilitators to collaboration, and examine its impact on students’ academic achievement and motivation.

Statement of the Problem

It have been found that, when teacher collaborates through join planning, curriculum development, shared goals, it fosters collective efficacy among them, leading to a positive influence on student learning( Goddard and Tschannen- Moran 2007). This means that, when teachers are able to jointly plan lesson, communicate, shared resources, it improve on the teaching styles, thereby causing the students to get motivated to learn.

Yet observation have shown that student still hardly get motivated to learn in our secondary schools. It is very possible that, this lack of student motivation to learn could result from the fact that teachers’ do not collaborate with fellow teacher through communication, joint planning and shared resources as such they do not fully get the student motivated to learn. It is therefore based upon these observations that the researcher was interested to find out the influence of teacher collaboration on student’s motivation to learn in Public Secondary Bamenda II

General Objective;

To find out the influence of teacher collaboration on student’s motivation to learn

Specific Objectives

• To find out how joint planning influence teacher collaboration on student motivation to learn.
• To find out shared resources influence teacher collaboration on student motivation to learn.
• To investigate how communication influence teacher collaboration on student motivation to learn.

Main Research Question

What are the influences of teacher collaboration on students’ motivation to learn in Public Secondary Schools?

Specific Research Questions

• How does joint planning influence teacher’s collaboration on student motivation to learn?
• How do shared resources influence teacher’s collaboration on student motivation to learn?
• How does communication influence teacher collaboration on student motivation to learn?

Research Hypothesis

Main research hypothesis

Ho: There is no significant effect of teacher collaboration on students’ motivation to learn in Public Secondary Schools

Ha: There is exist a significant effect of teacher collaboration on students’ motivation to learn in Public Secondary Schools

Specific research hypothesis

Ho1: There is no significant effect of joint planning that influence teachers’ collaboration on students’ motivation to learn

Ha1: There exist a significant effect of joint planning that influence teachers’ collaboration on students’ motivation to learn

Ho2: There is no significant effect of shared resources that influence teachers’ collaboration on students’ motivation to learn

Ha2: There exists a significant effect of shared resources that influence teachers’ collaboration on students’ motivation to learn

Ho3: : There is no significant effect of communication that influence teacher collaboration on student motivation to learn

Ha3: There exist a significant effect of communication that influence teacher collaboration on student motivation to learn