This chapter explores the relationship between teachers' beliefs, motivational strategies, and instructional practices in mathematics education in Botswana’s primary schools. Grounded in Self-Determination Theory and Expectancy-Value Theory, the study examines how teachers perceive and implement motivational strategies to enhance student engagement and achievement. The chapter integrates quantitative and qualitative approaches to explore the use of motivational strategies in mathematics instruction. Using a descriptive survey design, data were gathered through questionnaires and interviews from 88 primary school mathematics and science teachers with diverse qualifications and experience across three educational regions. Findings reveal that over 90% of teachers employ activity-based, learner-centred strategies, including real-world problem-solving and reward systems, to foster motivation. However, challenges such as high workloads, large class sizes, and inconsistent feedback hindered the consistent implementation of these strategies. The study underscores the need for targeted professional development and policy support to equip teachers with practical tools for integrating motivational strategies effectively. Aligning instructional practices with motivational frameworks can enhance student autonomy, competence, and engagement, ultimately improving mathematics learning outcomes. The chapter contributes to the discourse on student-centred mathematics education, offering insights for educators, policymakers, and researchers to create supportive and engaging learning environments.
Author (s) Details
End Salani
Department of Primary Education, Faculty of Education, University of
Botswana, Private Bag 00702, Gaborone, Botswana.
Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/4353
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