Leading to Student Teachers’ Success or Low Academic Performance

Ikali Karvinen, Saraswati Gosh, Yohannes Russom, Awet Shumendi, Dejen Mulugeta


This study aimed to investigate factors that are leading to student teachers’ success, or on the other hand, to low academic performance. It focused on four major thematic areas, including  1) Study planning and time management, 2) Relationship with others, 3) Resources, and 4) Motivation and status of the teaching profession. This study took place at the Eritrea Institute of Technology, College of Education, in Eritrea. A participatory qualitative research design with thematic focus group discussions was used. Three focus group discussions with 24 students were conducted. The data was discussed in the research meetings, arranged, and each researcher was given one thematic area for further analysis. The analysis was conducted as a deductive content analysis where the four themes were leading the analysis process. The study shows that study planning and time management is one of the key elements in successful studies. Additionally, access to relevant study resources facilitates learning. Relationship with the other students, with the teachers and family is either supporting or negatively affecting to the academic performance. This study recommends that teacher education institutions should study more the reasons for their students’ both low and high academic performance. This needs multi-stakeholder approach, meaning engagement and co-operation of parents, teachers, students and governmental and non-governmental administrations.


Academic success; Academic performance; Motivational factor; Study plan; Study resource; Peer relation; Teaching profession

Full Text:



Alexander, K. Salmon, R.G. & Alexander, F.K. Financing Public Schools: Theory, Policy and Practice. New York: Routledge; 2015.

American Federation of Teachers Higher Education. Student Success in Higher Education, Washington DC; 2011.

Andriopoulos C., Lowe, A. Enhancing organizational creativity: the process of perpetual challenging. Management Decision 2000; 38: 734-742.

Bernaus, M.Teacher motivation Strategies, student perceptions, student motivation and English achievement. The Modern Language Journal 2008; 92: 387-401.

Brand, A. Knowledge management and innovation at 3M.J.Knowledge. Management 1998; 2: 17-22.

Bryman, A. Leadership and organizations. London: Routledge Library Editions; 2013.

Butler, R. & Shibaz, L. Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking; 2014

Carson, R.L. An examination of physical education teacher motivation from a self-determination theoretical framework. Physical Education and Sport pedagogy 2009; 14: 335-353.

Conley, D.T. A complete definition of college and career readiness. Eugene: Educational Policy Improvement Center; 2012

Coronas, T.T. Virtual Teams in Higher Education. A review of factors affecting creative performance. Springer International Publishing, Switzerland; 2015.

Eccles, J.S. Schools as developmental contexts during adolescence. Journal of Research on Adolescence 2011; 21: 225-241.

Fincham, R. Principles of Organizational Behavior, 4th edn. London: Oxford; 2005.

Goldstein, D.L. Groups in context: a model of task group effectiveness. Administration Science Quarterly, 1984; 29: 499-517.

Hadar, L. From isolation to symphonic harmony: Building a professional development community among teacher educators. Teaching and Teacher Education, 2010; 26:1641-1651.

Hine, G. S.C. The importance of action research in teacher education programs. In Design, develop, evaluate: The core of the learning environment. Proceedings of the 22nd Annual Teaching Learning Forum, 7-8 February 2013. Perth: Murdoch University; http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2013/refereed/hine.html

Hornstra,L. Motivational teacher strategies; the role of beliefs and contextual factors. Learning Environ Res, 2015; 18:363-392.

Jones, C. Interdisciplinary Approach-Advantages, Disadvantages and the Futurew benefits of Interdisciplinary studies. ESSAI, 2010; 7: 76-81.

Kozulin, A. Vygotsky’s educational theory and practice in cultural context. Cambridge: Cambridge University Press; 2003.

Lewicki, R.J.Developing and maintaining trust in work relationships. In: Kramer, R.M., Tyler, T.R.(eds.) Trust in organizations: frontiers of theory and research, 114-139. Thousand Oaks: Sage; 1996.

Malin, J.R. College and Career Readiness and the every student succeeds Act. Educational Administration, Quarterly; 2017.

Muijs, D. Teachers’ Beliefs, and Behaviours. What really matters? Journal of classroom interaction winter, 2015; 50 (1).

Pelletier, L. G. Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviours. Journal of Educational Psychology, 2002; 94: 186-196.

Pintrich, P.R. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 2004; 16: 385-407.

Potter, R.E.Virtual team interaction: assessment, consequences and management. Team Perform. Manag, 2000; 6:131-137.

Radel, R. Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 2010; 102:577-587.

Robbins, S.P. Comportamienta Organizacional, 10th edn. Mexico: Pearson Education; 2004.

Ryder, G. Embedding Peer Support as a Core Learning Skill in Higher Education. Journal of information literacy, 2017;11(1):184-203.

Thoonen, E.E.J. How to improve teaching practices: The role of teacher motivation, organizational factors and leadership practices. Educational Administration Quarterly 2011; 47: 496-536.

Turner, J.C. Unfinished business: Putting motivation theory to the “Classroom test”. In T. Urdan & S.A. Karabenick (eds). The decade ahead: applications and contexts of motivation and achievement, pp .101-138. Bingley: Emerald Group Publishing; 2010.

Turner, I., Christensen, L. & Meyer, D. Teachers’ beliefs about student learning and motivation. In L.J. Saha & A.G. Dworkin (eds). International handbook of research on teachers and teaching, pp.361-371, New York: Springer; 2009.

Whitehead, J. & McNiff, J. Action Research - Living Theory. London: Sage; 2006.

DOI: https://doi.org/10.23954/osj.v3i2.1535


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Open Science Journal (OSJ) is multidisciplinary Open Access journal. We accept scientifically rigorous research, regardless of novelty. OSJ broad scope provides a platform to publish original research in all areas of sciences, including interdisciplinary and replication studies as well as negative results.