Author Khairyani Kamarolzaman
Title Developing holistic students: teachers’ motivation to develop student’s social emotional competencies
Institute Thesis (M.Ed.) National Institute of Education, Nanyang Technological University
Year 2016
Supervisor Liem, Gregory Arief D.

Providing holistic education to develop a whole-child is what our 21st century teachers would have to provide for their students so that they could have the skills of personal stewardship to meet the demands of the future. Social Emotional Competencies (SEC) are skills that help understand and manage emotions, set and achieve positive goals, develop care and concern for others, establishing and maintaining positive relationships and make responsible decision (CASEL, 2012). Teachers are in a good position of influence to enhance their student’s SEC levels. Quality interaction and relationship between student and teacher is important in enhancing students SEC. A motivated teacher will devout her energy, commitment and resources to achieve the desired student outcome. According to the Theory of Planned Behaviour (TPB) (Ajzen, 1985), motivation (M) is predicted by attitude toward the behaviour (AB), subjective norm (SN), and perceived behavioural control (PBC). The purpose of the present study is to examine psychological factors that predict the teachers’ motivation in enhancing the SECs of their students in the classroom. An elicitation study was used to identify teachers’ salient beliefs and develop a closed-ended questionnaire. Results of the closed-ended questionnaire revealed that teachers’ motivation to infuse SEL is positively correlated to teachers’ attitude towards SEL infusion, injunctive norm (opinions of significant others), descriptive norms (role models who infuses SEL into their classroom interactions) and PBC. But it bears no significant correlations to their attitude towards cost of SEL infusion. Also, age, gender and length of service does not bear significant correlations to teachers’ motivation to infuse SEL. Finally, the results reveals that, AB, SN and PBC are all significant predictors of teacher’s motivation to infuse SEL. However, SN had close to two times more influence than AB and PBC. The findings suggest that the teachers are concerned with what others think of them devoting time and effort to infuse SEL into their daily classroom interaction. They are also bothered by internal or external constraint that may impede or facilitate their SEL infusion efforts. Finally, they are least driven by positive attitudes they hold for SEL infusion. The TPB theoretical model explained 63 % of the variance in teachers’ motivation to infuse SEL into their daily classroom interactions.