Enhancing teachers’ engagement response-ability through the motivation-readiness matrix

Abstract

This paper introduces the motivation-readiness matrix which we have found to promote constructive discussion about a teacher’s agency in influencing student engagement. We locate student motivation in previous theories of student motivation and performance and also adapt insights from situational leadership theory which uses a similar matrix plotting skill against will in recommending appropriate leadership styles. Using these theoretical frameworks, we aim to reframe engagement as a key role of the teacher rather than solely a responsibility of students, thereby increasing a teacher’s response-ability to their students.  

To provide ways for university teachers to better understand their students and use that knowledge to improve learning design, we delivered workshops helping teachers plot perceptions of student motivation against readiness. We then addressed difficulties of personalising the learning experience of students in different categories. Following our workshops, 94% of participants reported increased confidence in supporting learning or enhancing belonging. 77% of respondents reported implementing something new to respond to student motivations, with 90% of those saying they considered motivation and readiness of their students in tailoring this response. We are now supporting teachers to design digital and face-to-face learning experiences that emphasise their enhanced response-ability to their students.