Abstract
Teacher motivation in higher education (HE) has proved to be susceptible to several external factors that are capable of consequently influencing the teaching and learning process. This study aims to examine the external factors impacting the trajectories of teacher motivation during their profession in computer science. In addition, the work investigates a new paradigm that depicts teacher motivation from both teachers’ and students’ perspectives. Surveys and interviews with students and teachers were used to collect qualitative and quantitative data. A Likert scale survey is used to identify students’ perceptions towards teacher motivation. The number of randomly selected survey respondents is approximately 100 undergraduates in computer science. Next, semi-structured interviews were conducted among twelve teachers from different laboratories in computer science. The interview questions are tailored based on the answers of the students’ survey. The findings are projected to provide suggestions that contribute to sustainable teacher motivation.
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