The role of motivation to develop self-directed learners in lower quintile secondary township schools

Abstract

The role of motivation to develop self-directed learners in lower quintile secondary township schools Numerous researchers have emphasised the critical role of self-directed learning in education, particularly in township schools where academic challenges contribute to high failure and dropout rates. Learners' struggles are often associated with a lack of motivation and self-direction. Recent studies on academic motivation among South African students reveal the adverse impact of low motivation on energy levels, perseverance, and the pursuit of academic goals. In response to the imperative for lifelong learning, researchers advocate for the integration of self-directed learning in classrooms. This research investigates the nexus between motivation and the development of self-directed learners in lower quintile township secondary schools, employing the selfdetermination theory as a theoretical framework. This theory posits that meeting psychological needs like autonomy, competency, and relatedness enhances intrinsic motivation, academic success, and self-directed learning. Situated within an interpretivist research paradigm, this qualitative study engages teachers and parents or legal guardians to explore their perceptions of the role of motivation in learners' selfdirected development in township schools. Utilising purposive and convenient sampling, ten teachers and ten parents or legal guardians from two schools in Gauteng were selected. Semistructured face-to-face interviews facilitated data collection, and thematic, inductive analysis was employed. Findings revealed that parents harbour high expectations for their children's academic success, believing in their children's intrinsic drive and providing comprehensive support. Conversely, most teachers displayed lower expectations, attributing learner demotivation to insufficient parental involvement and contextual challenges. Hindered by factors such as late working hours and limited educational knowledge, parental involvement was constrained. Teacher-learner and parent-child relationships supporting motivation for self-directedness were also lacking. While teachers were familiar with self-directed learning, many lacked pedagogical content knowledge to foster these skills. Their motivational strategies included reward systems, positive reinforcement, one-on-one sessions, and learner-centred teaching methods. The demotivation of teachers emerged as a barrier to learner ownership of education, as observed by both parents/legal guardians and teachers. Recommendations are proposed for the Department of Education, schools, teachers, and parents/legal guardians to enhance learners' motivation and SDL development in lower quintile secondary township schools.