The Role of Teachers in Enhancing Student Motivation through Student-Centered Learning Approaches

Abstract

Student motivation is a pivotal factor in academic achievement and lifelong learning. In response to the limitations of traditional, teacher-cantered pedagogies, student-cantered learning (SCL) has emerged as a transformative approach that prioritizes learner agency, active engagement, and personalized pathways. This mixed-methods study investigates how teachers enact SCL strategies to enhance student motivation in Indonesian secondary schools. Data were collected from 120 teachers and 650 students through surveys, classroom observations, and semi-structured interviews. Quantitative analysis employed structural equation modelling (SEM), while qualitative data underwent thematic analysis. Findings reveal that teacher practices—particularly autonomy support, scaffolding of inquiry, and responsive feedback—significantly predict increases in students’ intrinsic motivation (β = 0.67, p < 0.001). Autonomy support emerged as the strongest predictor (β = 0.42), followed by competence-building interactions. Qualitative insights highlight that effective SCL teachers shift from directive instruction to facilitative roles, co-constructing knowledge with students and fostering emotionally safe learning environments. These teachers emphasize choice, relevance, and reflective dialogue, which collectively nurture students’ sense of ownership and self-efficacy. Grounded in Self-Determination Theory, the study demonstrates that motivational outcomes in SCL contexts are deeply mediated by teacher agency and pedagogical mindset. The results carry significant implications for teacher education, professional development, and curriculum policy, particularly in systems undergoing pedagogical reform. By repositioning teachers as empathetic facilitators rather than content transmitters, educational systems can more effectively cultivate intrinsically motivated, self-regulated learners prepared for 21st-century challenges.