Teachers' Personality and English Learning Motivation: The Mediating Roles of Classroom Environment and Teachers Students Relationship
DOI:
https://doi.org/10.55737/trt/v-vii.331Keywords:
Personality, Learning Motivation, Mediation, Classroom EnvironmentAbstract
Personality traits of teachers are significant variables in influencing students' motivation to learn English, but the processes in the classroom by which this influence may be exerted are not fully understood, especially in a developing country setting. In order to explore this, the present study seeks to find out if these two classroom-level factors account for the influence of teachers' personality traits on English learning motivation among the female secondary school students of the government schools in Quetta, Balochistan, Pakistan. A quantitative, cross sectional, descriptive correlational research design was used, with the data collected from 365 Grade 9 and 10 students. The data were gathered using a structured 5 point Likert scale questionnaire concerning the personality traits of the teachers, classroom environment, teacher-student relationship and the students' motivation in learning English. The causal-steps approach was used to examine mediation via regression-based analysis and bootstrapped indirect-effect estimates (5,000 resamples). The findings revealed both classroom environment and teacher student relationship significantly and partially mediated the relationship between teachers' personality and students' motivation. Classroom environment showed the stronger indirect effect, among the two mediators. This is the case for the two mediators; the motivational influence of teachers' personality was more strongly conveyed through the learning climate that is established in the classroom than through interpersonal relationships. The present results expand the Self-Determination Theory by showing that teachers' personal qualities affect students' motivation in several different ways in the classroom, not just directly. The study emphasizes the need for class environments that encourage positive teacher–student relationships as well as supportive classroom environments.
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Copyright (c) 2026 Shaista Khizer, Dr. Umar Ali Khan, Dr. Mazhar Gul, Dr. Faiz Ul Hassan Shah
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