Young English Teachers' Authority Perception, Classroom Discipline, and Student Motivation in Ecuador

Abstract

This research investigates how young English educators are perceived in terms of authority and its impact on classroom discipline and student engagement in Ecuadorian high schools. A mixed-methods approach was used, combining a 30-question Likert-scale questionnaire for students with teacher surveys and focus groups. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative inputs underwent thematic analysis.The findings indicated a moderate positive correlation between perceived teacher authority and classroom discipline (r = 0.64), and a moderate link with student motivation (r = r=57). Qualitative results showed that while young teachers face challenges like lack of respect and management difficulties, authority depends more on confidence and pedagogical strategies than age. The study concludes that teacher authority is crucial for maintaining discipline, whereas its influence on motivation is indirect. These findings highlight the importance of classroom management training in EFL contexts.