Success Driven: Student Motivation Actions in Teaching and Learning

Teaching and learning practices or approaches should be in constant review for improvement to confirm student motivation to find out ^{4, 5, 6}. Functional capacities for meeting the changes needed for teaching and learning must also come through planning at the upper administration ^{4, 5, 6, 7, 8}. Professional development of teachers should be accustomed make viable experiences count in constructing transformative changes needed for the classroom ^{5, 6, 7, 8}. The facilitation of change increases the opportunities for diversity to be implemented and applied to the teaching learning process for students; because educators should use their knowledge to remodel learners ^{5, 6, 7}. E-Learning and distance education has become more constant in how change is realized in schools, and these 21st Century changes have revolutionized the classroom; supported by technology-integrated delivery ^{4, 5, 6, 7}.

The students may also empower change as they're ready to articulate their experiences and partner in action their vision of learning goals, outcomes and achievements within the school ^{3, 4, 5, 6, 7}. As student’s interact, they see what must be changed and their involvement brings about awareness to permit leaders to own school improvement plans actioned ^{1, 2, 3, 4}. Teaching and learning are critical elements and per se the conversations around these surrounds the great teaching practices and learning approaches for college students, including student-centered participation and research ^{1, 2, 3, 4}. Effective communication with relevant feedback for change elicited from teachers and students or visa-versa with administration, can provide the avenues through which these changes is implemented effectively ^{4, 5, 6}.

Meaningful student involvement can bring on change in a very remarkable way when students are effectively engaged. Diversity allows for ideas, knowledge, opinions, and experiences to strengthen commitment to education ^{1, 2, 3, 5, 6}. Students can produce real solutions to problems faced by schools and in and of itself learning, teaching and leadership may be improved through change solutions from students’ involvement ^{3, 4, 5}. Educators should welcome insights from students, embrace reciprocal learning and potentially create and sustain collaboration among students to own engagement purposeful, meaningful and participatory; represented in the least levels of the organization ^{3, 4, 5, 6}. Teamwork provides support for change for brand spanking new teaching methods, and ends up in persons becoming more creative in school structure among students; which results in the event of recent assessment tools and or evaluation methods of assessment ^{4, 5, 6, 7, 8}.

Educational research is what is going to drive this aspect of teaching and learning to enhance students’ achievements is scientifically supported for building, changing, managing or improving educational systems ^{1, 2, 3, 4, 5, 6, 7}. Data analyzed can therefore systematically allow extracted information whether large or complex to assist channel future development and operational success of faculty systems specifically associated with improved creative teaching and learning methodology and outcomes ^{4, 5, 6, 7, 8}. Identifying the factors necessary to extend the likelihood for successful change initiatives to occur in schools that concentrate on school improvement and enhancing teacher instructional practice are important. Enhancing instructional practice must be supported by standard development review according to professional development and is impacted by the preparedness, content-based evidence to support the attitudes and preparedness of teachers ^{5, 6, 7, 8}. Professional stance and continued ethics aligned to making sure the delivery of initiatives that are effective in instruction, can only greater achieve enhancement in instructional practice ^{5, 6, 7, 8}. Leadership in teaching and learning initiatives for building instructional practices must be consistent for development; and intrinsically change initiatives for enhancing work is larger achieved when there's first support and collaboration among teachers and senior managers ^{1, 3, 5, 6, 7}.

A shared vision could be a major factor that enables for strategies to systems thinking and teamwork to supply change for brand new teaching methods, social organization, exploring creativity among students; development of recent assessment tools and or evaluation methods and programme guides for self-assessment ^{1, 2, 3, 4}. Implementing change is realized when administrators support teachers through quality professional development, adequate collaboration and judgment, collaboration and feedback for varsity reforms and implement new classroom practices to boost outcomes ^{1, 2, 3, 4, 5}. the educational practices should be assessed, and self-studies associated with subject areas reviewed regarding the strengths and weaknesses of content and methodologies; moreover, these materials should then reflect the changes needed to own improvements ^{1, 2, 3, 4, 5, 6}. Active partnerships to strengthen teaching related improvements may be enhanced through efforts to manage learning through discovery, case-studies, projects, or written reports through formative and summative evaluations /feedback ^{1, 2, 3, 4, 5, 6, 7}

As an instructional leader, stakeholder engagement should lead the varsity within the identified continued improvement of teaching and learning, with action geared towards having greater public visibility:

a. Using online learning focused on community engagement attention through; examples school fairs, trade shows, culture days, career days may improves students’ learning for all subgroups with integrated professional learning communities being strengthened.

b. Also encourage further engagement of stakeholders to ask community representation for knowing more about the school; this may result in more persons desirous to be further engaged. These relationships will constantly build upon trust, and risk taking isn't only accepted, but understood in order that there may be further integrated professional learning communities being strengthened.

c. Allowing creativity, observed in humanities programme of the school music, drama, poetry; is utilized in challenging peers in a very respectful manner by questioning practices and procedures by for integrated professional learning communities to be strengthened.

d. Valuing diversity in thought, experience, and perspective should be encouraged for integrated professional learning communities to be strengthened.

e. Making students work showcased in Sports, Career days, public invitations for both feedback and celebration at several points in time, with awards ceremonies, graduation, research day and other; builds professional learning communities.

f. Professional learning communities should be encouraged to possess more open forums, town-halls, general assembly and informal meetings, for workers to have interaction in conversation throughout the day informally with colleagues, and also formally with focused, process agendas;

g. Implementing different avenues for research and participation and employing action-research cycles of inquiry, and with the use of knowledge, this will inform practice and significantly change the collaborative efforts for building professional learning communities.

h. Developing growth factors and training divisions for building internal experts from within the college to supply professional development, whether or not there's consultation externally, acknowledging the dear of contributors when appropriate will make persons want to grow with the organization, thus strengthening professional learning practices.

i. Utilizing workshops, conducting, and or sending persons to team building and or leadership conferences and management sessions can ensure growth and development of employees in shared leadership for the organization’s success.

j. Encouraging open-ness, observing one another’s practice and providing timely feedback, creates the means through which individuals can grow and this after all ready to enhance community practices being learned and shared in the slightest degree levels.

With evidence-based practice (EBP) and data-based decision-making, use of student satisfaction surveys and standardized exams for student achievement are two tools that ought to be utilized in ensuring improvements in teaching and learning ^{1, 2, 4, 5, 6}. they supply validity to education and achieve results that support the delivery of intervention techniques for assessment and evaluation ^{4, 5, 6, 7}. Improvement of scholars learning for increased achievements are linked to the assessment of and interventions necessary to help students to achieve; and in and of itself having evidence-based sources of information combined with data-based decision-making allows for these tools to own efficacy ^{1, 2, 3, 5, 6, 7}. Professionals use the info to drive decision-making towards the developmental focus for students’ daily work activities, instructional planning and everyone functional capabilities, leading towards school improvement systems being effective ^{1, 2, 3, 5, 6, 7}.

With the employment of those tools, the teacher can utilize data sources for research studies and from such apply the information findings to adapt the simplest practices for the tutorial practice needing attention ^{1, 2, 3, 4, 5, 6}. Students thanks to the decision-making made up of the analysis of information findings, can then have maximized learning from the applying of recent practices because the teacher implements new teaching and learning activities ^{1, 2, 3, 7, 8}. Data wont to determine students’ assessment by educators are specific to recommendations and having to formulate recommendations that are specific and coherent supported evidence increases classroom attention and gains success ^{1, 4, 5, 6, 7}. Coaching, group mentoring, use of technology, discovery learning, engagement of ideas and creativity from students themselves, are components of the intervention students have received from teachers, and use of research data on such approaches are tracked by students’ progress and making instructional changes for improved achievements ^{1, 5, 6, 7, 8}.

Teachers have shown interest and have supported school leaders taking control of evidence-based practice and data-based decision making for varsity improvement all told aspects of education; this includes professional development which should be continuous, school practices and policies, collaboration, knowledge, skills, and technology ^{4, 5, 6, 7}. Teachers have engaged in and wish to possess skills or seek to develop the abilities necessary of knowledge analysis to be effective leaders; as this can allow the relevant policies and practices needed to boost school outcomes to be actioned (Prenger & Schildkamp, 2018; Schildkamp, 2019). Therefore, data-based decision-making can influence a teachers' psychological actions for success; although this could be linked to and influenced by control, instrumental attitude, and intention regarding data use ^{5, 6, 7, 8}. Administration should increase the employment of technology to support content areas and curriculum and it's this data analysis that professional educators should be interpreting and interacting to permit for effective decision-making for positive leadership outcomes in schools ^{5, 6, 7, 8}.

Teachers have shown interest within the use of information as a developmental action to keep up credibility, supporting a high, quality data systems, which are interactive, integrated and highly comprehensive, linked to many kinds of data for reporting and analysis in a very range of disciplines, activities, methodologies, learning management system, grades, and research work for evidential support ^{5, 6, 7, 8}. Data used as a tool for college improvement processes should therefore be seriously considered to tell the varsity goals, vision, mission, and stakeholder needs; even with assisting operating costs being reduced and increase usage of resources ultimately ensuring essential improvement in the slightest degree levels ^{1, 5, 67 8}. All data used should be focused at achieving quality all told processes of teaching and learning as this can be the most goal of any school systems practice, driving improvements through research, policy development, procedural guidelines and success outcome indicators being achieved ^{1, 5, 6, 7}.

As an instructor the question we must always ask may be how instilling greater efficacy per the importance of knowledge utilization are often achieved. Greater efficacy regarding data utilization in schools should be applied to practice; leading to quality also being maintained ^{1, 5, 6, 7}. Information collected like assessment data, instructional observations and student surveys are all good data which will influence change for improved educational processes and increased student achievements ^{5, 6, 7, 8}. Greater efficacy is achieved with teachers engaging in additional research and allowing the information to form impact on psychological development regarding students learning and increasing outcomes for educational systems and performance ^{1, 2, 5, 6, 7, 8}. The effectiveness of knowledge may also be seen within the interventions which will be applied to boost the teaching learning constructs that bring success to students’ educational experiences ^{4, 5, 6, 7, 8}.

The use of data-based decision-making are often employed in curriculum development and other education programmes because this access to information can inform instructional decisions and standards ^{6, 7, 8}. Additionally, data is accustomed improved evaluative measures and tools being developed and to also ensure educators possess adequate confidence and talent to use data to tell instruction and consistently receive professional development for maintaining continued competency ^{1, 3, 7, 8}. As frameworks to support utilization of such tools are improving, the assessment of intervention from the applying of the findings are often combined with the model of decision-making from data-based results and be applied to boost learning for college students ^{1, 3, 7, 8}.