Teachers motivate their students to learn by providing them with positive feedback, in order

to develop competence. Providing feedback enables students to gain control over their own

learning and a sense of belief about their abilities (Bain, 2004; Ferlazzo, 2015). Teachers who

provide feedback to students about their efforts give them the idea that through hard work, they

can achieve tasks and do well (Theobald, 2006; Ferlazzo, 2015). Developing students’

competence maybe achieved in several ways. The most common strategies include providing

written or verbal praise, identifying fewer errors, recognizing students’ strengths, and focusing

on what is positive about their work (Bain, 2004; Theobald, 2006). Research findings on the role

of teachers’ support in predicting students’ motivation and achievement outcomes in physical

education showed that perceived teacher competence support, such as positive feedback,

positively predicted students’ expectancy-related beliefs about their abilities to perform tasks

proficiently (Zhang et al., 2012). Students will be motivated to learn when teachers recognize

their efforts for accomplishing the tasks.

The level of teachers’ interest in their teaching affects students’ motivation to learn.

Teachers who are energetic and enthusiastic about their subject or task generally attach

positive feelings and importance to how they teach (Schiefele & Schaffner, 2015; Zhang, 2014).

Students observe what their teachers do in class and how they act. A teacher who displays interest and
positive feelings about a subject can reflect those positive feelings toward students,
thus increasing their motivation to learn the subject (Theobald, 2006). Students’ motivation to

learn maybe affected by the teachers’ outlook, interests, and enthusiasm in their subject

(Zhang, 2014). Zhang’s (2014) study examined the effects of teacher enthusiasm on student

engagement and motivation to learn, by asking 165 college students to participate in a survey.

The survey required students to rate their perception of the enthusiasm of the teacher; provide a

self-assessment of their behavioural, cognitive, and emotional engagement; and rate their
intrinsic and extrinsic motivation to learn. The results showed that teacher enthusiasm had a
significant effect on students’ engagement; in addition, the teacher enthusiasm was an effective
predictor of students’ intrinsic motivation. Students’ motivation to learn maybe enhanced
through the teachers’ interests in their subject, the level of enthusiasm, and energy they display

while teaching.

Teachers’ beliefs in their abilities to reach unmotivated students can increase students’

motivation to learn. Teachers’ beliefs in their abilities to use effective teaching strategies,

classroom management, and engage students in participation can enable students’ learning
(Bain, 2004; Schiefele & Schaffner, 2015). Thoonen et al.’s (2011) study conducted on teachers’

perceived self-efficacy, in addition to four classroom practices, showed that teachers’ sense of

self-efficacy had a positive effect on students’ motivation and on their own teaching. Though the
teachers’ ability to hone their teaching skills and techniques is important to self-efficacy,
attention should focus on the students’ learning by stimulating dialogue, giving clear

instructions, and giving thorough explanations (Bain, 2004). Some teachers engage students in
bantering, which enables them to ask questions, reflect and maintain active participation in the
topic. In another study, Sugita & Takeuchi (2012) examined the efficacy of a teacher’s

motivational strategies to determine whether they had any effects on students’ learning English

as a foreign language. The students’ degree of motivation and their proficiency in English were
evaluated at the beginning of data collection. The results showed that 7 of the 17 motivational
strategies had a positive influence on students’ motivation. Teachers’ belief in their craft,

pedagogical skills, and effective classroom management enhance students’ motivation to learn.

Teachers play a vital role in creating an environment that supports students’ learning. They

often do this through their support for students’ autonomy (Schuitema et al., 2016). Teachers

enable students to identify with self, personal interests, and values by supporting their freedom

of choice (Ferlazzo, 2015). By supporting students’ choices and interests, teachers help

students develop personal interest, involvement, and ownership of their work, which aid in

motivation (Schuitema et al.; Stearns, 2013). Teachers also help students to learn by increasing

their responsibility and participation in their own learning through letting them create their own
goals and objectives (Theobald, 2006). Research conducted on the nature of the relationship

between students’ perception of social support and autonomy support from their teachers, and self-
regulated learning and achievement, showed a significant correlation between the students’

perception of their teachers’ autonomy support and self-regulated learning (Schuitema et al.,

2016). Teachers who help their students to become authors of their lives, take ownership and

develop personal interest in their own work stimulate students’ motivation, and increase their
drive to learn.

Motivation increases students’ learning (Theobald, 2006). Students’ learning can increase

because of their own innate desires to perform or accomplish a task; however, students’

learning may be affected by external factors such as rewards or incentives (Bain, 2004;

Theobald, 2006). Students’ learning is not entirely dependent on their own motivation. Teachers’

play a vital role in increasing students’ learning through motivational support (Schuitema,

Peetsma, & Oort, 2016; Theobald, 2006; Thoonen, Sleegers, Peetsma, & Oort, 2011). Teachers

can increase students’ motivation to learn by support of students’ autonomy, relevance,

relatedness, competence, teachers’ interests in the subject, and self-efficacy (Ferlazzo, 2015;

Schiefele & Schaffner, 2015; Schuitema et al., 2016; Zhang, Solmon, & Gu, 2012). Though

motivation can be intrinsic or extrinsic, it is important for teacher to create an environment that

motivates students’ learning.

Behaviour is an observable, identifiable phenomenon (Joyce, 1980). Teachers also need to be thoughtful
in the way in which they react to students’ comments. Generally, teachers react by using praise,
acceptance, remediation, or criticism in responding to students (Derk, 1974).

Teaching is an arrangement and manipulation of a situation in which there are gaps or obstructions and
where an individual tries to overcome the problem from where he learns (Iqbal, 1996). Teachers and
administrators of all categories and levels should be aware of the roles played by them in the present
context of education. They should understand that their roles and behaviours are not fixed, but are
revolving around the influence of changes taking place in a society and the educational system itself
(UNESCO, 1975). Behaviour is a response which an individual shows in his environment at different
times (Taneja, 1989)
The relationship between the teacher’s behaviour and corresponding academic achievement (marks) of
the students revealed that there was highly positive significant correlation between the bahviour of
teachers with the academic achievements of students. The higher positive behaivour of teachers
towards their students led to the higher academic achievement of the students (Shah, 2009).

The roots of teacher personality construct arise out

of Skinner’s behavioral theory (1957) and relates to teaching. It spotlights the

behaviors of teachers, which render them as effective or ineffective. According to

Shulman (2004) behavior comprises foundation, interplay, importance of objectives

and assistance as the range of interconnected actions required for good teaching.

To further the understanding of good teaching based on teacher characteristics or

personality traits rests in the relationships between teachers and students. Good

teachers are surrounded by human qualities of understanding, self-assurance,

regard for others, empathy, fair play, appreciation, adaptability, objectivity, interest,

friendliness, maturity, credibility, trustworthiness, humor, polished delivery and

ability to engage which allows them to influence students (Beishuzen, Hof, Putten,

Bouwmeester, & Asscher, 2001; Chickering & Gamson, 1991). This ability to

influence students is important since it is closely linked to learning and effective teaching (Walsh &
Maffei, 1994)

Johnson D. () The Role of Teachers in Motivating Students To Learn

Shah S. ( 2009) Impact Of Teacher’s Behaviour On The Academic Achievement Of University Students

Ibad F. (2018) Personality and Ability Traits of Teachers: Student Perceptions