DIGITAL IMMERSION OF GENERATION ALPHA: THE ROLE OF TEACHER SUPPORT IN ENHANCING STUDENT MOTIVATIONS

Abstract

The rapid digital immersion of Generation Alpha has transformed students’ learning preferences, communication styles, and motivational needs, creating new challenges and opportunities for teachers. This study examined the role of teacher support in enhancing the emotional, academic, and social motivation of Generation Alpha students at the secondary school level. A quantitative research approach using the descriptive survey method was adopted. Data were collected from 300 students through structured questionnaires based on a five-point Likert scale. The collected data were analyzed using percentages, mean scores, and standard deviation through SPSS. The findings revealed that students perceived their teachers as highly supportive in emotional, academic, and social dimensions. Teachers were viewed as caring, approachable, fair, and effective in providing clear explanations, additional academic help, constructive feedback, and a comfortable classroom environment. The results also showed that students possessed positive emotional, academic, and social motivation. Teacher encouragement, appreciation, respectful relationships, engaging teaching methods, access to learning resources, and healthy peer competition emerged as major motivational factors. Although some students reported study-related stress, the overall level of motivation remained positive. The study concluded that teacher support plays a significant role in strengthening the motivation, engagement, and confidence of Generation Alpha learners. Supportive teacher-student relationships contribute to improved academic performance and student well-being in digitally influenced learning environments. It is recommended that schools promote counseling services, mentorship programs, and professional development opportunities for teachers to better address the needs of Generation Alpha students.