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Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang
October 7th – 9th, 2016
673
TEACHERS’ DEMOTIVATION IN ENGLISH LANGUAGE
TEACHING: CAUSES AND SOLUTIONS
MERIE AGUSTIANI
Baturaja University
Palembang, South Sumatera
(Email: merie_piecery@yahoo.com)
Abstract
Teaching and learning process is the core of education that determines the quality of
education. Therefore, if there is a quality decrease of education, the first thing that
should be evaluated is its teaching and learning process quality. EF-EPI (English
First- English Proficiency Index) in 2014 released that Indonesian score was 52.74
which was far from the highest score. In addition, EFA global monitoring report of
UNESCO (2014) also points out that Indonesia belongs to ten countries which
account 72% of the global population of illiterate adults. Those results show that
quality of education in Indonesia still dissatisfied. The quality of teaching and
learning process depends on three aspects; (1) the students’ participation level on
learning activities, (2) teachers’ roles in teaching and learning process, (3) learning
environment. The second aspect is considered as crucial thing focussed by the
experts since teacher is the manager and leader of learning process. Recently, not
only students’ motivation but also teachers’ motivation affects students’ academic
achivement. It is assumed that dissatified results of Indonesian education quality is
caused by demotivation of teachers. This paper is aimed at discussing the causes and
solutions of teachers’ demotivation in ELT.
Key Words: teacher, demotivation, ELT, causes, solution
1. Introduction
Human beings in general feel enthusiastic performing tasks or complete tasks
successfully when they are motivated. In reference to teachers, their motivation is
imperative since students' motivation appears to be directly correlated with teachers'
motivation. One may wonder the origin of teachers’ motivation. It may be a result of
intrinsic or extrinsic factors, or both. What is amazing is that most teachers are
intrinsically motivated when they become teachers, but along the years they may lose
motivation and some may become so demotivated that they may even change
profession. Expectancy theory suggests a relationship between effort and
Merie Agustiani, Teachers’ Demotivation in English…
674
performance, performance and reward, and reward and personal aim (Shah & Shah,
2008).
Jesus and Lens (2005) believed that teachers’ motivation is an important
concern for educational leaders and managers because teachers’ motivation has an
important effect on students’ motivation. It is also important for the improvement of
educational reforms. First, motivated teachers are more likely to work for educational
reform and progressive legislation. Second, it is the motivated teacher who guarantees
the implementation of reforms originating at the policy-making level. Teachers’
motivation is important for the satisfaction and fulfillment of teachers themselves (p.
120). A higher level of teacher motivation is one of the important features
for more effective education. In the field of education, there has been evidence that
teacher-related factors influence learners (Kim & Zhang, 2013).
English teachers play an important role in students’ learning process and motivation,
especially when the language is taught as an international language (McKay,
2002). For the ultimate goal of global communication with the target
language, English teachers prepare diverse techniques and activities in order to
facilitate practice of the target language and seek effective teaching practices
to help L2 learners feel and stay motivated to learn it. In the process,
the teachers’ passion and eagerness into teaching might increase or decrease
because of either internal or external reasons.
Ofoegbu (2004) considered “Teachers’ motivation” one of the important
factors that would lead to classroom effectiveness and school improvement. It has to
do with the teachers’ desire to participate in the educational process and also to the
teachers’ attitude to work within the school environment. He also declared that
teachers’ motivation is anything done to make teachers happy, satisfied, dedicated
and committed in such a way that they bring out their best in their places of work so
that students, parents and society will greatly benefit from their services.
Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang
October 7th – 9th, 2016
675
2. Theoretical Background
Harmer (2001, p.51) defines motivation as "some kind of internal drive which pushes
someone to do something". Dornyei (2001) states that motivation is thought to be
responsible for "why people decide to do something, how long they are willing to
sustain the activity and how hard they are going to pursue it". Ryan and Deci (2000,
p.54) state that to be motivated means to be moved to do something." Suslu (2006)
says that unlike unmotivated people who have lost impetus and inspiration to act,
motivated people are energized and activated to the end of the task.
Motivation theorists have tried to discover why human beings are motivated
to perform tasks without being told to do so. Theorists understand how hard it is for
anybody to motivate people due to people’s complexities and differences, and for
anyone to motivate himself/herself. Expectancy theory suggests a relationship
between effort and performance, performance and reward, and reward and personal
aim (Shah & Shah, 2008). Nadler and Lawler (as cited in Mowday & Nam, 1997)
show in a figure the sequence of motivation and behavior found in expectancy theory:
“Motivation _ Effort [a person’s ability begins to take effect] _ Performance _
[hopefully] Outcomes (rewards)” (p. 69). Namely, when a person is motivated to do
something, he/she puts some effort into performing the task. The person’s ability to
perform the task combines with his/her effort. Then, the person performs the task, and
hopefully, he/she obtains positive outcomes. However, as the authors indicate, the
outcomes which derive from the environment (extrinsic) or the individual
himself/herself (intrinsic) may be negative.
There are two main sources of motivation. Latham (1998, p.82) says that
tangible benefits such as salary, fringe benefits and job security are known as
extrinsic motivation. Ryan and Deci (2000, p.71) state that intrinsic motivation is
concerned with the performance of an activity to succeed in getting a separable
outcomes which contrasts with extrinsic motivation. The second is intrinsic
motivation. Ellis (1984) defines intrinsic motivation as self respect of
accomplishment and personal growth. Intrinsic motivation is likely to be increased by
Merie Agustiani, Teachers’ Demotivation in English…
676
a sense of relatedness. Raffini (1996, p.8) defines relatedness as the degree of
emotional security that teachers feel. Czubaj (1996, p.372) states that the teachers
with an internal locus of control are under less stress and more successful in teaching.
Therefore, the students of these teachers feel less stress and take higher scores in their
assessment.
According to Dornyei (2001) intrinsic rewards are the most prominent and
satisfying aspect of teaching. These motives concern the educational process,
experiencing students’ development as a result of the teacher’s help or increasing
both the teacher’s and the students’ level of competence and knowledge.
3. Result and Discussion
TEACHERS’ DEMOTIVATION FACTORS IN ELT
Dornyei (2005, p.143) defines demotivation as a “specific external forces that reduce
or diminish the motivational basis of a behavioral intention or an ongoing action”.
Deci and Ryan (1985) use a similar term (amotivation), which means, “the relative
absence of motivation that is not caused by a lack of initial interest but rather by the
individuals experiencing feelings of incompetence and helplessness when faced with
the activity”. Yan (2009) differentiates between the two terms in the sense that
amotivation is related to general outcomes and expectations that are unrealistic for
some reason, whereas demotivation concerns specific external causes. The followings
are the demotivating factors of teachers:
Teachers expressed their dissatisfaction with the number of students in their
sections. Overcrowded classrooms make it very difficult for teachers to implement
any new methods or techniques in teaching. They do not give the teachers any space
to maneuver or move chairs around to try new techniques and activities or role
playing in the classroom. Moreover, crowded classrooms are very difficult to control.
the bad behavior of some students puts extra strain on the teachers and makes it more
difficult to manage the classroom and consequently, reflects badly on the students'
results in their exams and their performance and comprehension of the lesson and the
Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang
October 7th – 9th, 2016
677
overall academic atmosphere. Willos (2011) states that overcrowded classrooms have
more negative effects than any positive. They cause disturbance for students,
embarrassment for some to participate and in general the students’ development,
confidence and understanding. In addition to that it is a source of stress for the
teacher. Geitenbeek (2011) argues that overcrowded classroom can negatively affect
both teachers and students. They can increase the teacher’s burn-out rate, stress and
exhaustion and can put strain, both physically and mentally on the teacher. Lynch
(2008) lists three critical problems in English language learning and teaching. They
are lack of learner motivation, insufficient time, resources and materials and finally
overcrowded classrooms. Menyhart (2008) says that stress can be the most
demotivating factor that can sometimes prevent teachers from adequate teaching.
Financial problem is also the teachers’ demotivativation. The teachers
expressed a high degree of dissatisfaction with their financial condition. One
important factor that contributes to job satisfaction is that a teacher should be paid
adequately. Financial difficulties cause a lot of stress and anxiety and thus, lead to a
low level of concentration and achievement. Johnson (1990) states that low salaries
are a major source of dissatisfaction for many teachers. Teachers feel that their efforts
and achievements are not usually appreciated or rewarded by the administration.
Rewarding achievers is one important way of enhancing the teachers' motivation and
consolidating their efforts. Appreciating the teachers’ achievements is a very effective
kind of incentive and the teachers’ response to such incentive is always positive and
can generate more commitment to the institution and more dedication to the job they
do. the teachers indicated that they have no privacy and feel uncomfortable in their
offices. Providing the teachers with facilities and means of comfort in their offices is
the least the administration can do for them.
In addition, Hettiarachchi (2013) investigated the aspects of motivation and
demotivation among English language teacher in Sri Lankan public schools and
found that the most frequent demotivators related to teaching included limited
facilities for teaching and learning in schools, inefficiency of school administration
Merie Agustiani, Teachers’ Demotivation in English…
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and zonal education offices, difficulties in obtaining teacher transfers, the discrepancy
between the English curriculum and students’ English proficiency, and the poor
relationship between colleagues.
It is also amazed that students become other factor that cause teachers’
demotivation. Sugino (2010) explored teacher demotivation among English teachers.
The findings showed that students’ attitudes demotivate the teachers the most. The
top demotivating items were: students using cell-phones in classes, students sleeping
in class, students taking rebellious attitudes, long meeting hours, much paperwork.
POSSIBLE SOLUTIONS FOR ENHANCHING TEACHERS’ MOTIVATION
Teachers’ motivation will develop and improve the achievement of students
and then positively will affect the process of education. This is because any human’s
behavior is controlled by the pleasure/pain principle where people seek to maximize
the pleasure linked to success and minimizes the pain generated by failure. So it is
very important to find out the solutions for keeping and ehanching the teachers’
motivation. After all explanation above about the factors that causes the teacers’
demotivation of EFL teaching.
Azad and Ketabi (2013) offered three solutions for enhanching teachers’
motivation; (1) teachers need to work under better working conditions, it becomes
mandatory to solve or at least moderate their economic problems, (2) strong and close
cooperation among teachers must be fostered to give professional solutions to the
problems regarding teaching English in EFL context, (3) the authorities responsible
for the educational and economic policies should appreciate the work of teachers and
respect their autonomy.
It is undoubtedly very difficult for a teacher to deal with large classes.
Anything done to remedy the problem would be fruitless unless students are really
motivated to learn. Rhalmi (2013) recommended some solutions to handle big size
classes in order to reduce the teachers’ stress; (1) it would be a great idea to train
students to work in small groups of five to seven students. And when working in
Proceedings of the 2nd SULE – IC 2016, FKIP, Unsri, Palembang
October 7th – 9th, 2016
679
groups, it would be beneficial for students to sit around in a circle so that everyone
could have a chance to participate. (2) to reduce stress and noise level, teachers need
to set simple rules for class management (such as: establish of acceptable behavior for
everybody to observe when working in groups, in pairs or individually). The rules
that are set by teachers at the beginning of the class might be considered as one of
ways that teachers can do of having demotivation of teaching caused by the students’
factors. (3) It is also recommended that teachers uses technology to ease their
teaching and learning process. Technology ensures that everyone has time to connect
with the teacher.
4. Conclusion and Remark
Handling the challenging situation in the class and outside the class makes teachers
exhausted, which hinders the success of teachers. Motivation is thought to be
responsible for why people decide to do something, how long they are willing to
sustain the activity and how hard they are going to pursue it. Being intrinsically and
extrinsically motivated increases job satisfaction. The need to avoid pain and the need
for psychological growth are two basic elements found in job enrichment theory. It is
important to maintain the teachers’ motivation. Motivation factors should be intrinsic
which present tasks that are more enjoyable, interesting and psychologically
rewarding. Achievement, recognition, work, responsibility, advancement and
possibility of growth take place in that group. On the other hand, other factors are
extrinsic in terms of the context or setting where the work is performed.
Organizational policy and administration, technical supervision, salary, working
conditions, status, job security, effects on personal life, and interpersonal relations
with superiors, peers and subordinates.
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