MATHEMATICS TEACHERS’ ACHIEVEMENT MOTIVATION: A CASE STUDY OF MATHEMATICS

(1)

MATHEMATICS TEACHERS’ ACHIEVEMENT MOTIVATION: A CASE STUDY OF MATHEMATICS

TEACHERS

BY

AHMAD EZRA DON BIN MOHAMED REZA

A dissertation submitted in fulfilment of the requirement for the degree of Master in Education

Kulliyyah of Education

International Islamic University Malaysia

JANUARY 2018

(2)

ii

ABSTRACT

This research was designed to identify mathematics teachers’ achievement goals and to describe their achievement motivations in secondary school in Malaysia. A qualitative research was conducted among secondary school mathematics teachers. A total of 3 interviewees were selected. Content analysis and critical discourse analysis on analysing three sources of data collection have been carefully applied. This study identifies that the main goal mathematics teachers want to achieve is developing students. Apart from that, this study also observed mathematics teachers are highly motivated by support from peers, family and students development. However, all the interviewees are married female teachers. Therefore, it was recommended that future research will study on differences and similarities of achievement goals and motivations between male and female mathematics teachers.

(3)

iii

ثحبلا ةصلاخ

مت ةساردلا هذه ءارجإ ىلع فرعتلل

يدم ققحت لا ىملعم

تايضاير

لأل فاده

، فصوو عفاودلا

يف مهتازاجنإ ءارو ةيوناثلا سرادملا

.ايزيلام يف

مت دقو قيبطت

لا جهنم ثحب

لا يعون ىلع

نم ةنيع تايضايرلا يملعم

يف

ةيوناثلا سرادملا

، ثلاث رايتخا مت و ة

نيكراشم ءارجلإ مهنم

.مهعم تلاباقم

ةثداحملا ليلحتو ىوتحملا ليلحت نم لك قيبطت مت دقو ةقدب

ليلحت ىف

و .رداصم ثلاث نم اهعمج مت ىتلا تانايبلا تحضوأ

هساردلا هذه أ

فدهلا ن

ملعم يعسي يذلا سيئرلا و

تايضايرلا إ

.بلاطلا ةيمنت وه هقيقحت ىل لاضف

كلذ نع

، ةساردلا تظحلا دقف أ

اضي أ ايرلا ىملعم ن ونوكي تايض

ن ىف

أ لبق نم مهمعد متي امدنع زيفحتلا تاجرد ىلع نارقلأا

و،

ةيمنتو ةلئاعلا

و .بلاطلا ثيح

إ تاجوزتم تاملعم نه تلاباقملا ىف نيكراشملا عيمج ن

،

دقف أ ةساردلا تصو ًاثاحبأ ىرجت نأب

ةيلبقتسم ل

هباشتلا هجوأ ةسارد

لأا قيقحتو زيفحتلا يف فلاتخلااو لا ىملعم نيب فاده

روكذلا تايضاير

لإاو

اعم ثان

.

(4)

iv

APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………..

Nik Suryani Nik Abd. Rahman Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………..

Joharry Othman Examiner

This dissertation was submitted to the Department of Educational Psychology and Counselling and is accepted as a fulfilment of the requirement for the degree of Master of Education.

………..

Mohd Burhan Ibrahim

Deputy Dean (Postgraduate and Research)

Kulliyyah of Education

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education.

………..

Ismail Sheikh Ahmad

Dean, Kulliyyah of Education

(5)

v

DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Ahmad Ezra Don Bin Mohamed Reza

Signature... Date...

(6)

vi

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

MATHEMATICS TEACHERS’ ACHIEVEMENT MOTIVATION:

A CASE STUDY OF MATHEMATICS TEACHERS

I declare that the copyright holders of this dissertation are jointly owned by the student and IIUM.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.

Affirmed by Ahmad Ezra Don Bin Mohamed Reza

……..……….. ………..

Signature Date

(7)

vii

ACKNOWLEDGEMENTS

Praise be to Allah, Lord of the worlds for giving me strength and opportunity to complete this journey.

Sincere appreciation to my beloved mother, Mariyah Dona Mustafa, for encouragement and support.

Thanks and appreciation to my supervisor, Assoc. Prof. Dr. Nik Suryani Nik Abdul Rahman, for superb expertise in the research process, patience, giving of her time to advise, insightful input, knowledge, and encouragement.

Thanks and appreciation to Prof. Dr. Nik Ahmad Hisham Ismail, Prof. Dr.

Mohammad Sahari Nordin, Assoc. Prof. Dr. Nik Suryani Nik Abd. Rahman, Assoc.

Prof. Dr. Mohd Burhan Ibrahim, Assoc. Prof. Dr. Siti Rafiah Abdul Hamid who shared their knowledge throughout my master program.

Thanks to my fellow friends from Educational Psychology department, especially Marini Razak, Wan Mahfodz, Nik Muhammad Hanis, Aisha Inani, Safwan, Radin Akmal and Sara Ariff who are always positive and energetic to complete the master program together.

Last but not least, a thousand thanks to my examiner, Assoc. Prof. Dr. Joharry Othman for checking my paper and helping me through out of it.

Thanks.

(8)

viii

CHAPTER TWO: LITERATURE REVIEW ... 9

2.1 Review of Related Literature ... 9

2.2 Theoretical Framework ... 9

2.3 Self-Determination Theory ... 11

2.4 Achievement Motivation ... 13

2.5 Effects of Achievement Motivation on Behavior ... 15

2.6 Causes of Lacking Achievement Motivation ... 17

2.7 Summary ... 18

CHAPTER THREE: RESEARCH METHODOLOGY ... 19

3.1 Introduction ... 19

3.2 Research Design... 19

3.3 Participant Selection ... 20

3.4 Interview Protocol ... 21

3.5 Data Collection ... 22

3.5.1 Procedures of Data Collection ... 23

3.5.2 Interview ... 23

3.5.3 Pilot Study ... 24

3.6 Data Analysis Procedures ... 25

3.6.1 Thematic Analysis ... 26

3.7 Ethical Consideration ... 26

3.7.1 The Role of the Researcher ... 26

(9)

ix

3.7.2 Informed Consent... 27

CHAPTER FOUR: FINDINGS AND DATA ANALYSIS ... 28

4.2 Biographic Profile of Participants ... 28

4.3 Achievement Motivation among Mathematics Teachers ... 29

4.4 Themes ... 29

4.4.1 Theme 1: Common Characteristics ... 29

4.4.2 Theme 2: Achievement Goal ... 30

4.4.3 Theme 3: Achievement Motivation ... 31

4.4.4 Theme 4: Challenges... 33

4.4.5 Theme 5: Solution ... 34

4.4.6 Theme 6: Motivational Factors ... 35

4.4.7 Theme 7: Wisdom Thought ... 35

4.5 Summary ... 36

CHAPTER FIVE: DISCUSSION, RECOMMENDATION AND CONCLUSION ... 37

5.2 Discussion ... 37

5.2.1 Mathematics Teacher’s Goals in Teaching Mathematics ... 37

5.2.2 Teachers’ Achievement Motivations ... 40

5.2.3 Challenges in Teaching Mathematics ... 42

5.3 Recommendation ... 44

5.4 Conclusion ... 45

REFERENCES ... 47

APPENDIX A: INFORMED CONSENT ... 51

APPENDIX B: INTERVIEW PROTOCOL ... 52

APPENDIX C: TRANSCRIPTION OF PARTICIPANT 1 ... 53

APPENDIX D: TRANSCRIPTION OF PARTICIPANT 2 ... 56

APPENDIX E: TRANSCRIPTION OF PARTICIPANT 3 ... 59

(10)

x

LIST OF TABLES

Table No. Page No.

3.1 Details of the Participants 21

4.1 Biographical Profile of Participants 29

4.2 Common Characteristics 30

4.3 Achievement Goal 31

4.4 Achievement Motivation 32

(11)

xi

LIST OF FIGURES

Figure No. Page No.

1.1 Achievement Motivation-Need Theory 10

2.1 Self-Determination Theory 13

(12)

1

CHAPTER ONE INTRODUCTION

1.1 BACKGROUND OF THE STUDY

“Mathematics is killing me”

“I hate mathematics!”

These are some of the words that have been repeated many times, especially among students. In fact, most secondary school students would complain that their school life is harder because of mathematics. Whenever the researcher asks a bunch of secondary school students about mathematics, 9 out of 10 students said that mathematics is the toughest subject ever. There are common reasons why they said mathematics is a difficult subject; (1) uncomfortable classroom environment, (2) co-curriculum activities taking over the class period, (3) too much homework without discussion about answers, and (4) teacher’s factors, such as teaching too fast. Therefore, the reasons related to teachers are interesting which had brought the researcher to ponder on actual problems faced by the teachers as well as their objectives and goals as teachers.

Thus, motivation could be an important element for satisfaction in learning since it is not observable, yet directly controllable (Emmanuel, Adom, Josephine &

Solomon, 2014; Denhardt & Aristigueta, 2008; Biehler & Snowman, 1986; Fontana, 1981). Following this, motivation could be defined as the causes of people behaving (Denhardt, 2008), as well as the outline for achievement and direction of goal (Denhart, 2008; Lawler, 1994). In fact, motivation is the psychological process that involves initiation, direction and behavioral persistence (Pritchard, 1976). Hence,

(13)

2

motivation is the internal state as it occurs within people’s minds and hearts that lead people to behave in a certain way with the aim to accomplish specific goals and purposes (Denhardt, 2008). Apart from that, motivation is the process of enhancing one’s behavior by sustaining the reinforced actions (Wlodkowski, 1982).

Hence, the present study is interested in exploring on achievement motivation among mathematics teachers since the performance of teachers could influence students’ achievement. Indeed, achievement motivation requires certain standards of excellence in which the performance could be known as success or failure (McClelland et al., 1953). It shows that achievement motivation is aimed towards reaching success and life aspirations. In fact, achievement motivation could affect the way an individual performs a task, hence, representing a desire of competence (Harackiewicz, Barron, Carter, Lehto & Elliot, 1997). Indirectly, achievement motivation enables people to set a realistic yet, challenging goals. Indeed, high achievers possess a great desire to succeed and put aside the fear of failure (McClelland et al., 1964). However, according to McClelland et al. (1964), achievement motivation could also be affected by the situational variables namely, (i) task difficulty - percentage probability of failure, and (ii) the incentive value of success - rewards of succeeding.

In line with that, the teachers’ achievement goals and teachers’ achievement motivation relatively need attention, particularly in the field of mathematics, which include teaching and learning. This is due to the fact that the undesirable performance of students towards educational aims and objectives could be associated with the low achievement motivation of teachers most especially in the area of mathematics (Adeyinka, Asabi & O, 2013). Indeed, teachers have the biggest influence on the success and flaws of students’ academic performance because their teaching

(14)

3

motivation is instrumental in facilitating them to learn and different methods in teaching will lead to different results on students (Adeyinka, Asabi & O, 2013). Thus, the motivation of a teacher is essential as it directly affects the students themselves (Alam, 2011). According to Adeyinka (2013), teachers’ motivation, particularly, teachers’ desires and morale are very significant as it can influence an individual and group to perform in order to achieve the school objectives.

Alam (2011) findings showed the factors affecting motivation of teachers were income status, importance of society, self confidence, examination stress and incentives on showing good result. Regarding to examination stress factor, low performance among students in mathematics could be the factor that lead to non- dedicated mathematics teachers in regards to their obligations. Indirectly, it influences the students’ academic goal setting, especially for those who has set the lower goals for themselves. Furthermore, a teacher who has low motivation might not have educational aim or target to achieve in school. Undoubtedly, some of the common factors that affect teacher’s educational aim are no salary increment, unanticipated change of educational system and extension of working hours. After all, it is shown that teachers with no objective or educational target tend to lack achievement motivation, in which, achievement motivation is the main contributor to students’

academic success (Pintrich & Schunk, 1996).

1.2 STATEMENT OF THE PROBLEM

Malaysian students’ achievement in mathematics, especially in secondary schools, is not showing positive results. This matter is demonstrated by their lacklustre performance in the Program for International Student Assessment (PISA). In fact, the results of PISA in 2012 shows that Malaysian students scored lower than the average

(15)

4

or ranked 52 out of the 65 countries in Mathematics, Science and reading (The Malaysian Insider, April 2014). According to Tutar (2011) and Spence et al., (1989), high achievement motivation contributes much more importance to the individual growth in which teachers will become more creative and tends to have a higher tendency to take risks. Undoubtedly, every teacher has a desire to accomplish educational targets as the benchmark of the teacher achievement motivation is the success of the students.

Thus, this present study attempts to fill in the gaps of the previous research as well as to provide a new insight regarding achievement motivation, specifically, among mathematics teachers. Undoubtedly, achievement motivation has received tremendous attention in the research as it has been studied across various variables such as gender, attitude and grade level but, there was a lack of research involving mathematics teacher. In fact, most of the research that are related to academic achievement were focused on students’ motivation (Emmanuel, Adom, Josephine &

Solomon, 2014; Bernaus, Wilson & Gardner, 2009; Bernardo, 2008; Athman &

Monroe, 2004; Broussard, 2002; Baranek, 1996). Besides that, most of the research emphasized on the achievement in English only (Bernaus et al., 2009) as well as analyzing the relationship between achievement motivation with the career choice and job performance (Centre of Educational Policy, 2012; Collins, Hanges & Locke, 2004).

However, there are some research conducted that emphasized on mathematics, but, they are more focused on the level of interest, either high or low, as well as mathematics achievement among students relating to academic self-concept (Heinze, Reiss & Rudolph, 2005; Artelt, Demmrich & Baumert, 2001; Graham, 1999; Marsh &

Yeung, 1997; House, 1995; House, 1993). Apart from that, the importance of

(16)

5

mathematics was found to have significant effect towards achievement by indirectly enhancing the self-concept among students (Ab-Hilal, 2000; Ma & Kishor, 1997).

Although, there are abundance of studies that regard achievement motivation as the mediator in the relationship between personality and job performance (Barrick, Stewart & Piotrowski 2002; Judge, Jackson, Shaw, Scott & Rich 2007; Hart, Stasson, Mahoney & Story 2007; Fatimah & Arifin, 2015). So, the current study aims to fill in the gaps by exploring achievement motivation, among mathematics teachers.

1.3 RESEARCH OBJECTIVES

The purpose of this study is to explore the perspectives of mathematics teachers in regards to achievement motivation. Hence, the fulfilment of the objectives as listed below would provide the beneficial insight for the teachers in order to meet certain standards of achievement, particularly in mathematics.

1. To identify achievement goals of the mathematics teachers.

2. To describe the mathematics teachers’ motivation in achieving their goals.

1.4 RESEARCH QUESTIONS

To address the stated objectives, the following three research questions were posed:

1. What are the mathematics teachers’ goals in teaching mathematics?

2. What are the teachers’ achievement motivations?

3. How do teachers encounter the challenges in teaching mathematics?

(17)

6 1.5 SIGNIFICANCE OF THE STUDY

This is the era of science and technology and the future of a student depends on the successful completion of the secondary school education. Student’s learning depends upon effective teaching from highly motivated teachers. Therefore, the contribution of this study is obvious as the resulting outcomes could produce beneficial insights regarding achievement motivation as it could help the stakeholders, specifically government and private school panels to well understand the influence of teachers’

achievement motivation on student academic performance, especially in mathematics.

In fact, the present study could provide the useful information regarding the achievement goals and motivation of the teachers.

The findings of this study can be capitalized as one of the new insight for the school administrators or even Ministry of Education by organizing series of teacher trainings and motivational seminar for teachers. In fact, those activities would help the teachers to enhance their motivation as well as focus on their educational aims at school. Furthermore, the input gained from this present study could give some ideas for the teachers in structuring their own objectives in the school as well as enhancing the achievement motivation in order to help develop students’ performance.

Besides that, the findings would also help the parents in understanding the teachers’ well-being. In fact, this present study would also serve as a tool to clear up issues on whether or not the teachers’ achievement motivation have any impact on students’ performance in mathematics.

(18)

7 1.6 DELIMITATIONS OF THE STUDY

There are two delimitations that characterized this study which are the sample and conceptualization. In term of the sample, this study is restricted to mathematics teachers. The next delimitation is in terms of conceptualization as the present study only focuses on achievement motivation. Therefore, other aspects that might influence teacher’s productivity are not taken into account.

1.7 OPERATIONAL TERMS

The following terms are used for measurement and assessment in this study:

1.7.1 Motivation

Motivation is the psychological process that involves the direction of achievement goal and acts as the cause of people behaving (Denhardt, 2008; Pritchard, 1976;

Lawler, 1994). Besides that, motivation is the process of enhancing one’s behavior by sustaining the reinforced actions (Wlodkowski, 1982). In this study, motivation is more specific in which it focuses only on how achievement motivation indirectly influences the behavior of mathematics teachers.

1.7.2 Achievement

According to Algarabel and Dasi (2001), achievement is referred to the competency of a person in relation to a domain of knowledge. In this study, achievement is referred to the ability of teachers in teaching mathematics, in which it is strongly related to the aspect that motivates them to meet the standards of performance in school.

(19)

8 1.7.3 Achievement Motivation

Achievement motivation is known as teacher’s capacity in holding the responsibility in order to achieve the objective as well as overcome the challenges and difficulties (Mahmoud, 2011; Zanobini & Usui, 2002). Meanwhile, McClleland (1985) defined achievement motivation as the internal readiness to reach success and achievement. In fact, achievement behavior reflects the feeling of fear or failure, and at the same time, hope for a success. Besides that, achievement motivation refers to the need for success to the extent in which individuals strive to get rewards, such as physical satisfaction, praise from others and feelings of personal mastery (Rabideau, 2007; McClelland, 1985). Therefore, in this study, achievement motivation is defined as the desire to do difficult task and face difficulties for the sake of achieving the objectives as a mathematics teacher.

1.8 CHAPTER SUMMARY

This chapter has discussed the achievement motivation of mathematics teachers that could influence their performance in school. In fact, achievement motivation becomes the vital aspect in this present study as motivation is the internal psychological process that could affect behavior portrayed by an individual. Basically, this study attempted to look at the perspectives of the teachers in regards to academic achievement. Thus, this chapter has outlined the research objectives, research questions, and the significance of the study, the delimitations and definition of terms that shaped the major construct in this research.

(20)

9

CHAPTER TWO LITERATURE REVIEW

2.1 REVIEW OF RELATED LITERATURE

The purpose of reviewing the literature is to analyze, review, and synthesize the existing research by focusing on the achievement motivations among mathematics teachers. Thus, this chapter comprises of the meaning and conception as defined by previous scholar and research namely, (i) Theoretical framework; (ii) Self- Determination Theory (iii) Achievement Motivation; (iv) Effects of Achievement Motivation on behavior; and (v) Causes of Lacking Achievement Motivation. This chapter ends with the brief summary of the review.

2.2 THEORETICAL FRAMEWORK

Ferdinand Hoppe (1930) is one of the pioneers in the study of achievement motivation by emphasizing on the psychological way of human defines success and failure. In fact, this theory found out that performance level needs to arouse the feelings of the success of an individual (Covingtan, 1998). From Hoppe findings, there were six factors that lead to achievement motivation which is, (i) Level of aspiration - the judgments on the success and failure depends on actual levels of performance, i.e., feeling of success exist when goals are achieved; (ii) Self-confidence - the extent of an individual to believe in themselves in completing the task; (iii) Expectancy - perceived estimating on eventual success, i.e., how confidence that an individual are doing well in the end but not necessarily they themselves are the cause of the success; (iv) Realistic challenges - sustained involvement that requires realistic vision between the

(21)

10

individual’s capabilities and the demands of achievement task; (v) Self-Generated Goals - an individual set their own achievement goal and altered it necessarily; and (vi) Control of One’s Own Progress - Generating a positive dynamic on an individual’s goal that sustained throughout the involvement in the task (Covington, 1998). Basically, the theory of achievement focused on the resolution of the conflict of two opposed tendencies (Atkinson & Feather, 1966).

Following this, McClelland has come out with the Achievement Motivation- Need Theory (refer to Figure 2.1), with the aim to describe and predict the behavior as well as the performance of an individual based on the need for achievement, power and affiliation (Lussier & Achua, 2007). In fact, the need for achievement is competing with some standards of excellence (McClelland, Atkinson, Clark &

Lowell, 1958). However, an individual might fail to achieve the goal, but, the most important thing is that particular individual still has competition with standards of excellence; hence, encouraging the person to reach the goal is known as achievement goal.

Figure 2.1 Achievement Motivation-Need Theory

(22)

11 2.3 SELF-DETERMINATION THEORY

Self-Determination Theory (SDT) is known as the theory of human motivation that developed by Edward L.Deci and Richard M.Ryan in the mid-1980s (Neutrino, 2012).

Basically, SDT is representing a broad framework that focuses on the human motivation and personality. In fact, SDT has highlighted two basic types of motivation which are extrinsic motivation and intrinsic motivation. Extrinsic motivation is the tendency of a person to do task or activity in order to gain reward or benefit once it is completed. Meanwhile, intrinsic motivation is purely doing something because of enjoyment or fun (Smith, 2015; Deci, Lens & Vansteenkiste, 2006).

Basically, achievement motivation is when an individual is motivated to achieve something when they have been challenged and aware that the outcome will reflect their personal success or even failure (Smith, 2015). In fact, achievement motivation is influenced by extrinsic motivational tendencies, which is attributable to the other types of motive and incentive (Atkinson & Feather, 1966). Extrinsic motivation is very important as extrinsic sources of motivation play a great role in performing any activities, especially when the result of achievement-oriented tendency is negative.

Besides that, SDT consist of two theories in which each of the theories refers to one facet of motivation which is Cognitive Evaluation Theory (CET) and Organismic Integration Theory (OIT). Basically, Cognitive Evaluation Theory (CET) is referred to intrinsic motivation in which the motivation that based on the inner satisfaction (Ryan & Deci, 2000). CET has emphasized the impact of social context on intrinsic motivation or the effect of other factors such as interpersonal control, on the intrinsic motivation. Moreover, according to Ryan and Deci (2000) competence and autonomy are playing a great role in enhancing the intrinsic motivation. According to

(23)

12

Neutrino (2012) and Deci and Vansteenkiste (2006), competence is the ability to control the outcome and experience mastery of the activity, meanwhile, autonomy is the desire to be an independent agents of one’s life and act harmony with one’

integrated self (Neutrino, 2012; Deci & Vansteenkiste, 2006).

Next, the second mini theory which is Organismic Integration Theory (OIT) refers to extrinsic motivation than closely related with the continuum of internalization (Ryan & Deci, 2000). Hence, the more internalized the extrinsic motivation, the more autonomous that person when performing the behaviors. In fact, OIT closely related to autonomy and relatedness as it reflects the internalization (Ryan & Deci, 2000).

Basically, relatedness is the interactions of the universal and experience caring for others.

In general, the main focus of SDT is to measure the level of need-satisfaction as well as to predict the positive outcomes such as intrinsic motivation. According to Schuler, Sheldon and Frohlich (2010), intrinsic motivation refers to the task that has been done because of the positive feeling that resulted from the activities. In fact, SDT emphasized that intrinsic motivation could be enhanced when people met the psychological need, namely autonomous, related and competent (Deci & Ryan, 2000) that lead towards the achievement motivation.

(24)

13

Figure 2.2 Self-Determination Theory

2.4 ACHIEVEMENT MOTIVATION

Basically, the theory of Achievement Motivation was initiated in a 1940 by McClelland (Atkinson, 1966). According to Atkinson (1966) achievement motivation is known as the theoretical model that explain on a way of achieving the motive as well as the motive that could avoid failure that might influence the behavior in as situation where the performance is evaluated against some standards of excellence.

Commonly, achievement-oriented activity are always influences between the conflict between the two opposed tendencies, which are the tendency to achieve success as well as the tendency to avoid failure.

Therefore, achievement motivation was strongly related to the evaluated performance as well as strive to increase in which refers to competition with a standard of excellence according to one’s capabilities in the activities performed (Heckhausen, 1967; McClelland, Atkinson, Clark & Lowell, 1953). Apart from that, according to Harter and Connell (1984) achievement motivation refers to one’s motivation in which engaged with the achievement behaviors based on certain criteria which are, (i) Interaction; as a need for achievement, (ii) expectancy of success, and

Kulliyyah

MATHEMATICS TEACHERS’ ACHIEVEMENT MOTIVATION: A CASE STUDY OF MATHEMATICS