Teacher and Parental Views Regarding Learner Motivation in a Rural School Setting of Lesotho

Abstract

Research studies in general show  that  high  levels  of learner achievement are difficult to attain  when little or no motivation is present in encouraging learners to achieve scholastically. It should further be noted that learner motivation and the issues related to learner demotivation are of universal concern. Lesotho school settings, located in rural areas are not exempted by issues related to learner motivation or demotivation.  Learners appear to demonstrate various behavioral and learning   challenges, both in and out of classroom settings.   Letele (2009) also found that poorly qualified teachers are among the factors contributing to poor academic achievement of learners in Lesotho, especially in rural schools.  The focus of this exploratory study was therefore to ascertain the views of various stakeholders (teachers and parents) regarding the possible reasons’ apparent   lack of motivation at a rural school.  A qualitative research approach, framed in a case study design was used to investigate the phenomenon at hand.  Findings revealed that aspects such as passiveness and boredom; disruptive behaviour  and inattentiveness; lack of discipline and failure to take responsibility for own learning, were factors that contributed mostly to learners’ perceived lack of motivation. The study suggests that the principal and management team attached to rural school settings should make use of focused staff-meetings to develop teachers’ skills and competencies as to improve learner motivation, parental involvement and constructive classroom behaviour.