My research looks at the relationship between teachers’ levels of professional motivation and student learning attainment within secondary school classrooms in two states in India. The context for this research is the ‘learning crisis’ which existing research has highlighted within Indian schools in recent years, with evidence of a decline in learning levels despite increased enrolment, declining class size and greater teacher availability. I am interested in understanding more about the influence of teachers within this ‘learning crisis’.

 

Methodologically, my interests are in defining a measure of the latent trait of teacher motivation, and in modelling the pathways through which this influences how teachers teach, and how much students learn.