Abstract

• The purpose of this research was to examine teachers’ perceptions, beliefs and practices of student motivation. Descriptive survey method and quantitative approach were used in this study. The Perceptions of Student Motivation (PSM), Motivating Students Questionnaire (MSQ), Theoretical Beliefs and Practices (TBP) questionnaires of Hardre, Davis and Sullivan's (2008) were used for data collection. Seven point Likert scales were used to respond these questionnaires. A total of 600 in-service teachers (JAT and SAT) from Ayeyarwaddy Region involved in this study. After conducting a pilot study with 50 in-service teachers in November, 2017, collecting data was completed in December, 2017. The results showed that the JAT has the perception of student’s motivation more than SAT in this study. And JATs’ theoretical belief and practices for student motivation were higher than that of SATs. For the perception of student motivation, Pathein and Phyapone Districts were higher than the other Districts. And then Myaungmya and Phyapone Districts were more than Pathein District for the use of motivating strategies. In theoretical beliefs and practices of student motivation, Myaungmya and Phyapone Districts were higher than that of the other Districts. In teachers’ perception of student motivation, in-service teachers were not different to their age level. ANOVA results revealed that 51-60 age group of in-service teacher were higher than that of the others for the use of motivation strategies and theoretical belief and practices for student motivation. Multiple regression analysis pointed teachers’ theoretical beliefs and practices can predict teachers’ motivating students and perception of student motivation.