Fostering Intrinsic Motivation in Elementary Students

A qualitative study was conducted on how elementary teachers foster intrinsic motivation in the early years as proactive pedagogy to aid prevention of drop-out in the later years. Semi-structured interviews were used with 3 elementary school teachers. The interviews were transcribed and coded using thematic data analysis. The teachers’ perceptions of at-risk students and intrinsic motivation were described through indicators and influential factors. Strategies and resources for teachers on supporting at-risk students and fostering intrinsic motivation were also discussed. The challenges of supporting at-risk students and the development of intrinsic motivation were reviewed. Next, teachers identified how they maintained their own intrinsic motivation to teach. Lastly, implications and recommendations for the education community were made, as well as suggestions for future areas of research