LITERATURE AND HISTORY TEACHERS’ PERCEPTIONS OF CLASSROOM MANAGEMENT IN FUNCTION OF STUDENTS MOTIVATION FOR LEARNING

Learning history as well as literature is of multiple importance especially for lower secondary school students. Learning these subjects has educational significance. That is why the teaching of these subjects requires a serious commitment of teachers themselves to achieve learning outcomes. Students to be successful in learning are required classroom management and motivation to play an important role since they are considered key factors to effective teaching. In this context, the study of teachers' perceptions is very important because teachers are key factors in classroom management. So, the main purpose of this study is to highlight teachers' perceptions regarding classroom management in terms of motivation to incite learning. Qualitative methods were used to conduct this study. Research instruments have been semi-structured interviews. A total of 13 teachers were involved in this research, of which 7 participants were history teachers and 6 of them were literature teachers. These teachers work in Kosovo's lower secondary schools, in urban and rural areas. Of the total number of participants in the research, 8 of them were males and 5 females. Their age and work experience are different. By researching the theoretical and practical aspects to conduct this study, an attempt has been made to understand various issues related to classroom management for students' motivation to learn the subjects of history and literature. The results generated by this research show that classroom management can motivate students to learn history and literature.