Paper Title
The Effect of Motivational Group Interviewing on Teaching Ability in Third-Year Student Teacher

Abstract
• Background: Improvement of student teachers’ teaching skills and confidence in their teaching ability using models that identify and reinforce factors affecting behavior is essential. The present study aimed to determine the effect of motivational group interviewing on student teachers’ teaching skills and confidence in their teaching ability • Methods: This was randomized control trial research design including a total of 70 student teachers at Muban Chombueng Rajabhat University in Thailand. The student teachers were randomly assigned to either an intervention or a control group, with 35 student teachers in each group. Participants in the control group received 7 two-hour normal homeroom sessions. Those in the intervention group received 7 homeroom sessions based on motivational group interviewing, which were conducted in five groups of seven participants each. The instruments used included a researcher-developed questionnaire that measured their teaching skills and confidence. The data was collected three times: before, after, and 2,4 months after the study using the Two-way ANOVA with repeated measures • Results: The results found student teachers who received motivational group interviewing had higher teaching skills and confidence in their teaching ability after 2-4 months (p<0.01) with 0.967 of effect size. The findings can be implemented as guidelines for university to effectively work with student teachers. • Conclusions: Our findings revealed that incorporation of motivational interviewing principles into homeroom programs had the positive effect of enhancing teacher student teaching skills and confidence in their teaching ability. The application of this advisory approach is recommended to increase teacher students’ teaching ability. Keywords - Homeroom Sessions, Motivational Group Interviewing, Teacher Students, Teaching Ability, Homeroom Sessions