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How Teacher Learning Affects Middle School Students’ Learning Motivation and Habits: An Empirical Study Based on PLS-SEM

  • Junjie Yan 1,   
  • Jing Liu 1,   
  • Xiaonan Luo 1,   
  • Qunfang Zeng 2,   
  • Huilin Zhang 1,   
  • Jiafeng Xu 3, *

Received: 19 Mar 2026 | Revised: 02 Sep 2026 | Accepted: 16 Sep 2026 | Published: 30 Sep 2026

Abstract

There is currently a lack of sufficient empirical support regarding how teachers’ learning affects students’ learning motivation and habits. This research is based on a survey of teachers and students in 23 middle schools in Wenzhou City, China. Nine hundred questionnaires were distributed in this research, and 895 were returned. We used partial least squares structural equation modeling (PLS-SEM) to reveal the relationship between teacher learning and student learning motivation, learning habits. The research found that “teacher learning” has a direct and significant effect on teacher professional development, teachers’ working status, and learning task design. At the same time, teacher learning indirectly affects students’ learning motivation and learning habits through learning task design, teachers’ working status, and teacher professional development. This research reminds educational administration agencies that they should focus on and support teacher learning, which will enhance teacher professional development, improve teachers’ working status, and student learning.

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DOI
10.61414/3tafbv16
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Volume 8, Issue 3
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Yan, J.; Liu, J.; Luo, X.; Zeng, Q.; Zhang, H.; Xu, J. How Teacher Learning Affects Middle School Students’ Learning Motivation and Habits: An Empirical Study Based on PLS-SEM. Journal of Educational Technology and Innovation 2026, 8 (3), 64–79. https://doi.org/10.61414/3tafbv16.
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