Investigating Multifaceted Factors Affecting Teachers&#039; Motivation: A Quantitative Analysis of Internal and External Determinants

Angelou  Sudario,

Investigating Multifaceted Factors Affecting Teachers' Motivation: A Quantitative Analysis of Internal and External Determinants

Abstract:

The purpose of this study was to investigate the different factors that affect teachers' motivation, with a focus on socioeconomic, personal, social, and school environment factors. The study also aimed to ascertain whether the sociodemographic characteristics of teachers and factors affecting their motivation are significantly correlated. Improving educational outcomes, teacher performance, and general job satisfaction in the teaching profession all depend on an understanding of what motivates or discourages teachers. To investigate these objectives, a descriptive-correlational study approach was used. To guarantee representation across various categories, stratified random sampling was used to choose the respondents. Frequency, percentage, and mean were among the descriptive statistical tools used in the study to compile and examine the 102 elementary teachers' socio-demographic profiles and the motivational factors that were found. The Pearson r was used to determine whether there were any significant correlations between the variables. This study provides an understanding of how various extrinsic and intrinsic factors affect teachers' motivation, either fostering or preventing it. By establishing correlations between these motivational factors and demographic characteristics—such as age, gender, years of service, educational attainment, and teaching level—it reveals the complex processes that determine teachers' motivation in a variety of educational settings. The findings provide practical suggestions for stakeholders, legislators, and school administrators in establishing more effective professional development programs, teacher support systems, and work environments that maintain motivation over time. The study actively contributes to the larger discussion on teachers' motivation by emphasizing the interaction of personal qualities and environmental variables. Finally, it seeks to strengthen evidence-based ways for improving teacher effectiveness, retention, and long-term involvement in the educational sector.

References:

Alam, M. T. (2011). Factors affecting teachers motivation. International Journal of Business and Social Science, v2, pp.298-304.
Azaliwa, E. A. and Casmir, A. (2016). A comparative study of teachers motivation on work performance in selected public and private secondary schools in kilimanjaro region, tanzania. International Journal of Education and Research, 4(6):583.
Best, J. W., & Kahn, J. (2006). Research in Education. New Delhi: Prentice Hall of India, Pvt, Ltd.
Creswell, J. (2008). Education research; Planning, conducting and evaluating quantitative and qualitative research (3^rd Ed). Upper Saddle River Pearson.
Deniz, Ü., & Erdener, M. A. (2016). Öğretmenlerin iş motivasyonlarını etkileyen etmenler. Sosyal bilimlerde stratejik araştırmalar (ss. 29-41). Saarbrücken: Lambert Academic Publishing
Gobena, G. A. (2018). Factors affecting in-service teachers‘ motivation: Its implication to the quality of education. International journal of instruction. Vol. 11, No. 3 p-ISSN: 1694-609X.
Han, J., & Yin, H.(2016). Teacher Motivation: Definition, Research Development and Implications for Teachers. Journal of Cogent Education, 3(1): 1-9.
Kalla, S. (2011). A Correlational study determines whether or not two variables are correlated. This means to Study Whether an Increase or Decrease in One Variable Corresponds to an Increase or Decrease in the other Variable.
Kanfer, R., Frese, M., & Johnson, R. E. (2017). Motivation related to work: A century of progress journal of applied psychology. Journal of Applied Psychology, 102(3), 338–355. https://doi.org/10.1037/apl0000133
Khanal, L. P., Bidari, S., and Nadif, B. (2021). Teachers‘ (De) motivation during COVID -19 pandemic: A case study from nepal. International Journal of Linguistic, Literature and Translation. DOI: 10.32996/ijllt.2021.4.6.10
Kora, S. (2017). Analyzing EFL teacher’s initial job motivation and factors affecting their motivation in fezelar educational institution in iraq. Advances in Language and Lteracy Studies. Vol. 6 No. 1; February 2018.
Kumar, D., & Hossain, Z. (2017). Impact of extrinsic and intrinsic factors on teachers’ motivation. Australasian Journal of Business, Social Science and Information Technology, 3(1), 19-27.
Li L, Hallinger P and Walker A (2016) Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management, Administration and Leadership 44(1): 20–42.
McBurney, D. & White, T. (2009). Research methods. New york, NY: Cengage learning.
Monsen, E. R. & Horn, L. V. (2007). Research successful approaches. New york: American dietetic association.
Nyakundi, T. K. (2012). Research project on factors affecting teacher motivation in public secondary schools in Thika West District, Kiambo Country, Kenyatta University: Kenya. http://irlibrary.ku.ac.ke/bitstream/handle/123456789/6429/Nyakundi,%20Teresa%20Kemunto%20.pdf?sequence=3. Retrieved on 04/01/2018.
Nadif, B. and Benattabou, D. (2021). Rethinking the insights from goodlanguage learner studies: Moroccan learners of EFL as a case study. International Jurnal of Linguistics, Literature and Translation, 4(3), 61-73. http://dx.doi.org/10.32996/ijllt.2021.4.3.7
Onocha, C.O. (2002). Quality assurance in teacher education. Teacher education in Nigeria: past, present and future proceedings of the first Teachers’ summit, February 2002. Kaduna: National Teachers’ Institute
Pan, V. and Say, S. (2016). Investigation of the factors influencing teaching professional choices of pedagogical formation trainees. The Turkish Online Educational Technology.
Rugarabamu, A. G. (2018). Teachers motivation and students’ academic performance in private secondary schools in Tanzania: A Case study of Moshi District.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: The Guilford Press
Siegel, D. J. (2015). Mindfulness training and neural integration: Differentiation of Distinct Streams of Awareness and the Cultivation of Well-being.
TDK. (2020). Retrieved from http://www.tdk.gov.tr/index.php?option=com_bts
Uslu D. (2017). Öğretmenlerin iş motivasyonlarını etkileyen etmenler. Sosyal bilimlerde stratejik araştırmalar (ss. 29-41). Saarbrücken: Lambert Academic Publishing.
Voluntary Services Overseas [VSO]. (2008). How much is a good teacher worth? A report on the motivation and morale of teachers in Ethiopia. London: VSO New York
Wolgast, A., & Fischer, N. (2017). You are not alone: Colleague support and goal-oriented cooperation as resources to reduce teachers’ stress. Social Psychology of Education, 20(1), 97- 114.