Nama: Khalilahanum binti Zainal Abidin

Student ID: 2018867638

Subject: EDU 702 – Research Methodology
Lecturer: Datin Dr. Nazeera Ahmad Bazari

Articles 1 2
Subtopic (Qualitative CS) (Quantitative CS)

Motivational Influences in Self-Directed Online Principal Transformational Leadership and Teachers’

Learning Environments Motivation
Kyong-Jee Kim Abdul Ghani Kanesan
Topic
Indiana University Ying –Leh Ling
Shamisah binti Suf
Universiti Sains Malaysia

 Research about the importance of learner  International Students Assessment Program

motivation in learning.
 Motivation is critical for the success of online
learners.
 Although the importance of the learner
motivation for Web-based instruction has
been recognized, there is a lack of research on
theories and practices of the design of
motivating Web-based instruction (Keller,
Background 1999).
 E-learning is rapidly growing market and is
expected to be so in the future.
 To accomplish the goal we need to provide
online learners with a learning environment
that builds success for their learning.
 Fostering adequate motivation for the online
learner is one of the critical factors for creating
a successful online learning environment
(Hofmann, 2003).
(PISA) Report for 2009 and 2015, triggering the
ministry to focus on the need to provide and
develop high-performing principals to improve
student achievement (MOE, 2013).
 However the effectiveness of the organization is
not merely dependent on leaders alone.
 Teachers also as individuals in schools play an
important role as a motivator in achieving the
government aspirations and improving the
quality of education in order to compete with
develop countries.
 Principals need teachers for the implementation
of the planned activities.
 Therefore the accountability of principals to take
into account the welfare of the teachers in school
so that the teachers’ motivation and
commitment are sustainable and avoid
displeasure with the tasks assigned by the
organization.
  Yet, responding to the motivational
requirements of learners in self-directed
online instruction, which is the instructional
approach in most online computer training
courses, is a great challenge due to the lack of
interactions such learning environments.
 Problems resulting in symptoms of
demotivation may also stem from issues other
than motivation – i.e., lack of skills,
environmental factors, etc. (Keller, 1999).
Statement of the  Therefore, a systematic approach to analyzing
problem the problems of learner motivation is
warranted for our understanding of the
motivational needs of learners in self-paced
online learning environments.
 The purpose of this study is to investigate the
problems associated with learner motivation
in Web-based instruction, in particular in self-
directed online learning environment.
 This study also interested in identifying and
Purpose of this study
exploring what motivate or demotivate
learners from completing a self-directed
online course, which have implications for
designing motivating online learning
environments.
 The rapid change in globalization in the
education system is now a challenge faced by
teachers and this has led teachers to stress.
 High pressure can cause teachers to be less
motivated and they will not be dynamic when
conducting teaching and learning at school
(Shambani, 2013).
 This situation also interferes with the focus of the
teachers in performing tasks, teachers’
relationships at school and can affect the
teaching and learning process of students and
school achievement (Karsenti & Collin, 2013).
 Chan and Lim (2004) explained that there were
some symptoms that lead to subordinates with
low motivational work such as increased
absenteeism, employees are late and early in the
workplace, workers show low quality of work,
conflicts among members of the organization as
well as conflict with the management, rejecting
the change and being apart from the unpleasant
relationship between other parts of the
organization.
 This study is to examine the relationship between
the leadership style of principals and the
motivation of teachers in national schools in the
district of Seberang Perai Selatan, Penang,
Malaysia.

RO
1. What are motivating and inhibiting factors to
learn in self-directed online learning
environments?
2. Does learner motivation change during
RQ
instruction? If so, how?
3. Are the individual differences in learners’
motivational levels in self-directed online
learning environments?
LR
 Motivation by definition is the degree of the
choices people make and the degree of effort
they will exert (Keller, 1983).
 Keller identify four components of motivation
– i.e., attention, relevance, confidence and
satisfaction.
 Clark (1997; 1998) developed a CANE model
that identified two processes of motivation:
commitment and necessary effort.
 Among different constructs on motivation,
continuing motivation and intrinsic motivation
are the most significant for instructional
1. Identify the level of principal’s transformation
leadership.
2. Identify the level of motivation of school
teachers.
3. Identify the differences in transformational
leadership practices based on the principals’
gender.
4. Identify differences in teacher motivation based
on teachers’ gender.
5. Identify the relationship between principal’s
transformational leadership and teachers’
motivation.
 Transformational leadership emphasizes its
followers to act beyond personal interests and
prioritize organizational achievement (Bass &
Avolio, 1994).
 Leaders who practice the transformational
leadership style will combine visionary and
authentic leadership with the aim of changing
the educational environment not only to the
school but also the teachers working in it
(Waters, 2013).
 The transformational according to Bass (1985) is
a leader who can motivate his subordinates to
 theory and research (Kinzie, 1990).
 Continuing motivation is the type of intrinsic
motivation most directly concerned with
education and it reflects an individual’s
willingness to learn (Maeher, 1976).
 Merrill (2002) posits that the primary reward
fot the learner is learning itself – i.e., when
the learner is able to show a new skill or an
improvement in a skill, he is motivated to
perform even better. He suggest it as an
integration component of effective instruction.
 Malone (1981) suggest challenge, fantasy and
curiosity as the components of intrinsically
motivating computer-based instruction.
 Song (2000) also argues that three types of
motivation – motivation to initiate, motivation
to persist and motivation to continue – are
important in Web-based instruction.
Methodology
Participants
 Interviews were conducted of adult learners
who have taken self-directed online courses.
 200 people were purposefully selected of the
population in terms of their status, gender,
experience in online learning and the type of
courses taken.
 The adult student group was drawn from
students enrolled in a large Midwestern
University.
 The working adult student group was drawn
from learners in three different types of
organizations (i.e., non-profit, university and
business organizations).
perform more than what they expected to do.
 School transformational leadership in this study
refers to the principals’ effort to motivate teacher
in schools to enhance their ability in ensuring the
goals of the organization are achieved.
 There are several dimensions affect the teacher
and practice includes the vision and mission of
the school; intellectual simulation; individual
support; symbol, practice of professional value;
engagement in decision making; teaching
support ; and monitor school activities
(Leithwood & Jantzi, 1999).
 Inayahtuallah & Jehangir (2012) also found that
there was difference in the motivation of
teachers based on gender which showed that the
level of motivation among female teachers was
higher than male teachers in school.
 Kappen (2010) found that overall,
transformational leadership has positive
contribution to the motivation and there was a
positive relationship with intrinsic motivation.
 Obtained from 283 trained teachers randomly
selected from 21 national schools in the district
of Seberang Perai Selatan, Penang using
questionnaires that adapted by Anandan (2011)
and developed by Leithwood and Jantzi (1999)
containing 34 items were used to measure the
transformational leadership practiced by the
principals at school.
 While teacher’s Motivation Questionnaire (TQM)
translation by Chung (2012) contains 43 items
used to measure teachers’ motivation.
 All items in the questionnaire used five point
Likert scale to evaluate the sample response.
  6 working adults and 6 adult students agreed
to participate. 12 adults interviewed,
7 females and 5 males.
 7 took courses on desktop applications, 3 on
computer programming and 2 on soft skills.

Instrument
 A semi –structured interview method
 The interview question consisted of three
parts; introduction to the interview (the
purpose of the study and information of the
participant’s), leading questions and
concluding session (closing remarks on thanks
the participants).
 Two pilot interviews were administered in
order to test the instrument to increase the
clarity and the likelihood of eliciting desired
information. One in person interview and one
phone interview.

Procedures
 Interviews conducted from March through
June of 2004
 8 participants were interviewed in person and
4 interviewed via phone.
 Semi-structured questions were asked to
explore their motivational problems and the
solution to alleviate the problems.
 The session were held at a conference room
which is quite rooms and took between 30-45
minutes and was recorded. The interviews
were also transcribed in verbatim for analysis.
 A sentence or sentences that relevant to the
research questions were transcript into index
cards.
 Two investigators – the author and an external
data analyst sorted the index cards to identify
 emerging themes were identified as a result.
An external auditor also reviewed the results
of the data analysis to evaluate the provide
feedback on trustworthiness.
Finding
Motivation to start online instruction (Motivation to
Initiate)
 Flexibility and convenience of self-paced
online learning (learn at their own pace
without time constraints of classroom
instruction and comfort at their home).
Motivational changes and learner persistence
 Half of the participants did not complete their
courses (0% of computer programming
completed the courses, where as 100% who
took soft skills courses completed their
courses).
 3 adults students said too boring, 2 working
adults said lack of time, 1 adult student failed
to start the instruction due to difficulty of
navigation.
 8 said that their motivational level did not
change, but 4 stated that their motivational
waned as they went through the instruction.
Interactivity (Human-computer Interaction) during
online instruction
 The lack of interactivity made them lose
interest in topic and was major reason for
dropping out of the computer programming
course.
Human interaction during online instruction
Table 1
 The principals’ transformational leadership in this
study were at very high level.
 The respondents of this study also indicated that
high agreement on intrinsic motivation.
 This indicated that the dimension of teachers’
motivation is high.
Table 2
 Mean score by the female principals were lower
than male principals in all dimension of
leadership styles.
 Significant differences in dimensions of
transformational leadership except the
dimension of monitoring school activities.
Table 3
 Means score of female teachers was lower than
male teachers in both dimensions of teachers’
motivation.
 Significant differences in teacher motivation
extrinsic dimension but not the intrinsic
dimension.
Table 4
  Lack of human interaction in this kind of  Significant relationship between transformational
online learning environment probably leadership style of principals and teachers’
decreased their motivation to persist in their motivation.
learning.
 In, contrast working adults respond human
interaction has little impact on their
motivation seemed they are more
independent learners.
 4 adult students mentioned that instructor
would help their learning process.

Application and integration of content by learner

 They are interested in activities that simulate
real-world situations such as animations. Its
kind like playing games.

Learner Control
 They felt positive about being able to control
the pace of their learning.
 Preferred the control over the sequence of
instructions so that they can skip the part that
they were familiar and spend more time the
other part.

Limitation
 Since there are online courses developed by
many other e-learning vendors and since their
courses are not designed in the same way, it is
recommended that self-paced online courses
developed by several e-learning vendors are
investigated to enhance the generalizability of
the findings of this study.
 It is likely that the findings of this study might
be limited to this particular type of online
learning environments.
 Therefore, readers should caution not to
generalize the findings to other types of online
 courses (e.g., formal distance education
programs).
 Also since the study was conducted of adult
learners (e.g., adult students and working
adults), their motivational needs might be
different from those of school children or
young adults.
 It is suggested that this finding might not be
generalized to younger age groups.
Discussion
Conclusion Discussion
Implication  Lack of motivation is the major reason for the
Recommendation students to drop out in online courses.
 Animations and simulations are beneficial in
engaging learners in self-paced online learning
environment.
Implication
 It is suggested that instructional designers
need to put various factors into account that
influences the learner’s persistence and
continuing persistence.
 Vendors of self-paced online courses
developer need to enhance generalizability.
Recommendation
 Quantitative study need to be conduct with
larger sample to enhance the findings and also
different online environments (instructor –led
online courses, online degree programs).
Discussion
 Transformational leadership among principals
was very high because they attend the NPQEL
leadership course organized by MOE.
 This exposure turns out the practice of
transformational leadership is increasing.
 There was no significant difference in
transformational leadership practices based on
the gender of the principal.
 Positive and significant relationship between
principals’ transformational leadership and
teachers’ motivation.
Implication
 For principals because they serve as leaders and
accordingly they influence their teachers to be
motivated to carry out their duties at school.
 Implicate stakeholders to ensure that teachers’
quality of service is improved and teachers
continue to provide the best quality and service
to the community and the nation.
 Success in making changes to schools depends on
the motivation and ability of the principals.
Conclusion
 From this study the principals can improve the
transformational leadership practices and
teachers can understand and practice this
leadership style at school.