Abstract
Background: Motivation of university faculty members can be defined as general processes that initiate, sustain, and regulate goal-directed behaviors by faculty members. Objectives: This study aimed to determine the motivational factors affecting the educational performance of faculty members of Kermanshah University of Medical Sciences (KUMS). Methods: This cross-sectional study was conducted on 177 faculty members of KUMS in western Iran who were randomly selected samples. The data were collected through self-reporting using a standard questionnaire. The t-test and Pearson correlation were performed using SPSS software version 16 to analyze the data. Results: The average age of academic members was 40.43 years (SD = 7.99), and the average job history was 11.96 years (SD = 9.40). The average score for motivational factors was 63.75 (95% CI: 61.53 - 65.98), with scores ranging from 18 to 90. "Working with competent colleagues" and "inherent interest in teaching" received the highest average score among external and internal motivational factors, respectively. Conclusions: This study identified two key factors that significantly affect the teaching performance of professors: Working with competent colleagues and inherent interest in teaching. These findings are valuable for university administrators to develop effective motivation programs for faculty members.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call