The purpose of this study was to contribute to the body of literature concerning teaching effectiveness within professional military education. More specifically, the study assessed the extent to which United States Air Force Air and Space Basic Course instructors exhibit motivational behaviors and whether those behaviors influence student achievement.
The population for this study consisted of all students enrolled in Air and Space Basic Course (ASBC) a school located in Squadron Officers College at Air University, Maxwell AFB, in the January class of 2005. ASBC was chosen as it graduates the largest number of military officer students in a year. The student population is composed of 1 st and 2 nd Lieutenants. A random sample of 302 students was selected to participate in the study.
The study used a descriptive research design. Data were collected to identify the demographics of the sample, students' perceptions of an instructors motivational characteristics, student final examination scores, and student academic drive.
As a result of this study, it was determined that students' perceptions of their instructor's motivational characteristics seemed to influence their academic achievement. Of clarity, organization, and enthusiasm, organization had the most positive effect on a student's final examination score. Further, an instructor's overall motivation ability had a significant correlation when related to the instructor's overall effectiveness.
Recommendations for the study include focusing on faculty selection and faculty development practices in military settings, using study research instruments as assessment and evaluation tools for potential instructors, and conducting further research to include exploring the interaction of variables concerning student motivation and the instructor's motivational behaviors.
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