|dc.description.abstract||The Sediba project originated when investigations showed that there were many teachers in the North-West Province that did not possess sufficient subject knowledge to teach physical sciences and mathematics. In spite of many in-service training opportunities for teachers, the achievements of learners are still not satisfactory. From interviews with teachers in the Sediba Mathematics Programme the problem of unmotivated learners became apparent. From the literature it appeared that the motivation of teachers has an effect on the motivation of their learners. This study was undertaken as a result of those findings to determine whether the Sediba Mathematics Programme has an effect on the intrinsic motivation of the teachers in the programme.
To understand the nature of motivation better, the motivation theories of Maslow, Herzberg, Adams and Vroom were investigated. This investigation made valuable contributions to the study and gave insight into the behaviour patterns of the teachers in certain situations. By means of the literature study a profile of a motivated mathematics teacher could be compiled. It was found that self-concept, self-efficacy, task value and the effect that change has on teachers, could be regarded as determinants of intrinsic motivation. Aided by a questionnaire, an empirical study was done to test the degree to which these determinants were present in the teachers. To bring about triangulation this was followed up by conducting interviews with a sample of the teachers. Furthermore, a mathematics competence test was done.
Several models of in-service training were further investigated and the Sediba Mathematics Programme was evaluated on the basis of a set of essential elements for an ideal programme. It was found that the Sediba Programme fulfilled these requirements to a large degree.
The empirical investigation, the mathematics competence test and the interviews that were held with teachers delivered the following results. It was found that the Sediba Mathematics Programme did have an effect on the intrinsic motivation of the teachers in the programme. The subject knowledge of the teachers improved significantly after only one year of study. The teachers' self-concept and self-efficacy improved, they regarded their task as important and endeavoured to implement change meaningfully in spite of existing uncertainties.
Negative conditions such as overcrowded class-rooms, no/little aids, lack of safety and discipline at many schools that made it difficult for teachers to deliver quality teaching, could affect motivation negatively.
Keywords for indexing: motivation, mathematics teacher, professional development, Sediba-program, in-service training and motivation, intrinsic motivation, extrinsic motivation, in-service training for mathematics teachers.||