| Abstract [eng] |
Currently much is written of lack of pupils‘motivation to learn, unwillingness to attend school, missing lessons, indifference and bad feelings in the environment of school. It only confirms the existing problem. Motivation is the strongest factor, which determines success of pupils’ learning. Many scientific sources show that there exist factors at school, which reduce pupils' learning motivation. Scanty methodical technique of teachers: inappropriate organization of lesson, way to convey subject, inadequate interaction between teachers and pupils reduce pupils’ learning motivation, therefore it is relevant to ascertain how the pupils themselves evaluate activity of teachers, which determine learning motivation. Relevance of analyzed subject is named by factors of timeliness, practical significance and insufficient scientific work that has been started. Object of research – the attitude of pupils into significance teachers’ management activity, which has influence on pupils’ learning motivation. Aim of this work – to analyze pupils’ attitude to significance of teachers' management activity for their learning motivation. Mentioned aim was sought for by applying analysis of scientific literature and questionnaire. 105 respondents participated in the research: 51 girls and 54 boys. Research confirmed hypothesis, raised in the beginning of work, that fifth-sixth form pupils evaluate the influence of teachers’ management activity for learning motivation not equally. Research results reveal that answers of boys and girls were different: classmates had more influence on boys’ learning motivation than teachers, according to girls, relationship between the teacher and pupils was very important, as well as microclimate of class and the variety of methods, applied at the lesson. |
