| Student interest in a subject is considered to be a valuable motivational resource, however little is known about how it develops. A multi-phased, mixed methodological research design was incorporated to study the effect of teacher interest on student interest in high school core courses. In Phase 1, high school students (n = 112) nominated a teacher who had helped them learn and become interested in one of four core courses (English, mathematics, science, and social studies). Students also evaluated their nominee's interest and effectiveness in the course, as well as their own interest in the selected subject. Statistical analyses found that student perceptions of teacher interest predicted their own levels of subject interest.;In Phase 2, students in the classrooms (n = 163) of the three most frequently nominated teachers (all in 12th grade) were administered the student subject interest measure as well as an individual topic interest measure. There were significant differences in student subject interest scores between course levels (standard and Advanced Placement), but not across domains, gender or ethnicity.;Finally in Phase 3, the top three teachers were qualitatively examined using interviews, observations, and document analysis of curricular material. Before the final wrap-up interview with each teacher, randomly selected students participated in focus groups. They discussed and evaluated their teachers' efforts to support their subject interest. Because the literature is limited on the topic of teacher interest, the qualitative data was used to construct a grounded theory of responsive interest. The qualitative data supported the quantitative findings that student perceptions of teacher interest in the subject contribute to and determine the components of student subject interest. Furthermore, a mandated curricular context restricts traditional methods of integrating student interest into the curriculum. Therefore, teachers must depend on instructional practices and other demonstrations of teacher interest to support student subject interest rather than exercising curricular choices. |
