Impact of Teachers' Motivation and Competence on Pupils' Motivation in Learning Chemistry at the Secondary Level in Cap-Haïtien

The thesis asks whether the motivation and competence of teachers affect the motivation of pupils learning chemistry in secondary schools in Cap-Haïtien. A questionnaire of 49 items was answered by 316 pupils in the third year of secondary school (secondaire III). It covered the motivational strategies of teachers, meaning the support pupils perceive, and their teaching strategies, meaning the teacher's ability to make pupils like the subject. Regression analyses were run in SPSS.

The results show that pupils are more motivated when teachers use more motivational and teaching strategies and when pupils perceive more support from the teacher. The thesis finds that the way a teacher organizes and manages learning influences every motivation variable studied. The author names the small number of participants in the quantitative part as the main limit and suggests surveying teachers, comparing by sex, school and age, and running a longer study.