Young English Teachers' Authority Perception, Classroom Discipline, and Student Motivation in Ecuador
Resumen
This research investigates how young English educators are perceived in terms of authority and its impact on classroom discipline and student engagement in Ecuadorian high schools. A mixed-methods approach was used, combining a 30-question Likert-scale questionnaire for students with teacher surveys and focus groups. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative inputs underwent thematic analysis.The findings indicated a moderate positive correlation between perceived teacher authority and classroom discipline (r = 0.64), and a moderate link with student motivation (r = r=57). Qualitative results showed that while young teachers face challenges like lack of respect and management difficulties, authority depends more on confidence and pedagogical strategies than age. The study concludes that teacher authority is crucial for maintaining discipline, whereas its influence on motivation is indirect. These findings highlight the importance of classroom management training in EFL contexts.
Descargas
Citas
Brandel, N., Deri, M., Karsenty, R., & Schwarz, B. B. (2026). The effectiveness of a principle-based professional development programme in promoting teachers’ high-level talk in primary mathematics classrooms. The British Journal of Educational Psychology, 96(1), 356–381.
https://doi.org/10.1111/bjep.70020
Date, P. (s/f). AUTHOR Martin, Nancy K.; Shoho, Alan R. title teacher experience, training, & age: The influence of teacher characteristics on classroom management style. Eric.ed.gov. Recuperado el 21 de febrero de 2026, de https://files.eric.ed.gov/fulltext/ED440963.pdf
Dornyei, Z. (2009). Cambridge language teaching library: Motivational strategies in the language classroom. Cambridge University Press.
Evertson, C. M., & Weinstein, C. S. (2006). Handbook of classroom management: Research, practice, and contemporary issues. Lawrence Erlbaum Associates.
Johnson, D. (s/f). The role of teachers in motivating students to learn. Eric.ed.gov. Recuperado el 21 de febrero de 2026, de https://files.eric.ed.gov/fulltext/EJ1230415.pdf
Martin, N. K., & Shoho, A. R. (2000). Teacher experience and classroom management style. Journal of Classroom Interaction, 35(1), 3–11.
Melnick, S., & Meister, D. G. (2008). A comparison of beginning and experienced teachers’ concerns. Educational research quarterly, 31, 39–56.
https://files.eric.ed.gov/fulltext/EJ788428.pdf
Nezakatgoo, B., Dastgoshadeh, A., & Jalilzadeh, K. (2022). Reliance on student engagement: Do academic degree and teaching experience matter? Issues in Language Teaching, 11(1), 255–280. https://doi.org/10.22054/ilt.2022.65567.671
O’Briant, S. G. (2011). Evaluating the effectiveness of professional development in Tennessee schools using teachers’ perceptions and adequate yearly progress. Proquest, Umi Dissertation Publishing.
Rahida Aini, M. I., Rozita, A., & Zakaria, A. (2018). Can teachers’ age and experience influence teacher effectiveness in HOTS? International Journal of Advanced Studies in Social Science & Innovation, 2(1), 144–158. https://doi.org/10.30690/ijassi.21.11
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
https://doi.org/10.1006/ceps.1999.1020
Thomas, J., & Nair, M. (2023). Investigating teacher influence on student engagement in high schools. Australian Educational Researcher, 50(3), 661–681. https://doi.org/10.1007/s13384-022-00511-w
Vélez Yanza, P. A., Carrión Espinosa, A. E., Albán Neira, M. L., & Argudo Garzón, A. L. (2023). Management strategies in the English as a Foreign Language (EFL) teaching-learning process: A comparative analysis of Ecuadorian Public and Private institutions: Estrategias de gestión en el proceso de enseñanza-aprendizaje del inglés como lengua extranjera (EFL): Un análisis comparativo de instituciones ecuatorianas públicas y privadas. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 4(2).
https://doi.org/10.56712/latam.v4i2.1037
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher–student relationships in class. International Journal of Educational Research, 43(1–2), 6–24.
https://doi.org/10.1016/j.ijer.2006.03.003
Yanza, M. (2023). Classroom management strategies in Ecuadorian schools. Revista Educación y Desarrollo, 17(2), 45–60.
Derechos de autor 2026 Jama Cagua Michelli Stefania
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
.png)
.png)
1.png)
