Do Motivated Teachers Enhance Students’ Learning?

Protocol for a Scoping Review of Evidence of the Effects of Teachers’ Intrinsic Motivation on Student Achievement

Abstract

Background: Educational literature emphasizes teachers’ intrinsic motivation as a critical aspect of student performance. However, the variety of interpretations, operational definitions, measures, and conceptual frameworks used to investigate this construct makes determining the extent of the impact of teachers’ intrinsic motivation on student outcomes difficult. As a result, the purpose of this scoping review, which is framed in the Self-determination Theory, is to collect, synthesize, and map existing quantitative evidence about the effects of teachers’ intrinsic motivation on  students’ learning and other educational outcomes.

Methods/Design: Following the PRISMA-ScR guidelines, the review will first focus on empirical sources and quantitative studies that address the concept of intrinsic motivation as the result of the fulfillment the psychological needs of autonomy, competence, and relatedness; second, an inventory of operational definitions, instruments, measures, and analysis techniques used to explore the relationship between teacher motivation and student learning outcomes will be developed; and, third, the quality of the evidence reported will be assessed.

Discussion: Findings of this review will contribute to a better understanding of the impact of socioemotional factors on students’ learning and achievement, and will provide educational practitioners, researchers, and policymakers with useful information to make informed decisions.