Teacher Motivation Research Articles

Examination of Unwanted Behaviours and Game Addiction Situations of Secondary School Students

This study examines the relationship between middle school students' undesirable behaviours and digital game addiction. Undesirable behaviours disrupt teaching, harm peers, compromise safety, and lower teacher motivation. These behaviours, often influenced by family and environmental factors, disrupt classroom order. Digital games, particularly violent ones, can lead to issues such as anxiety, aggression, and addiction, which further contribute to hyperactivity, antisocial behaviours, and confusion between reality and fantasy. Identifying and addressing these behaviours is crucial for enhancing the teaching process. The research was conducted with 372 middle school students in the Turkish Republic of Northern Cyprus (TRNC). It aimed to measure the levels of undesirable behaviours and digital game addiction and to explore differences by gender and grade level. Findings showed that female students exhibited more undesirable behaviours, such as "hurting others," "insulting," and "self-harming," than male students. A moderate positive correlation was found between digital game addiction and undesirable behaviours, indicating that addiction may exacerbate such issues. The study suggests that digital game addiction negatively impacts students' behaviours. Collaboration between school administrations, teachers, and families is essential to address this problem. Recommendations include limiting game time, promoting healthy digital content, enhancing social skills through educational programs, and increasing parental supervision. Families are encouraged to support alternative social activities. Future research should assess the effectiveness of these strategies in reducing game addiction and improving behavioural outcomes.

Teachers’ Preferred Leadership Styles of School Leaders

Leadership becomes one of the most significant highlighted skills and an essential aspect in determining the achievement and success of schools, or of teachers, and of students. It impacts all facets of education: teacher motivation, shaping the conditions and the environment in which teaching and learning occur, and interaction with the broader community. In schools, effective leadership styles are essential for the advancement and development of teachers. Leadership styles push every member of the school organization to be active, eager, and desirous to accomplish the assigned task with sincerity, loyalty and commitment to teaching work. The purpose of this study is to determine the teachers’ preferred leadership styles of school leaders. A quantitative research design utilizing Karl Pearsons’ correlation method was adopted in testing the relationship between the profile of the teachers and preferred leadership styles and in finding the significant difference between the leadership styles implemented by the school leaders and the teachers’ preferred leadership styles. Fifty teachers and six principals from six identified elementary schools located in the highway of the Municipality of Catmon were involved in the study. The profile of the respondents, the preferred and implemented leadership styles were gathered through a survey questionnaire. Results of the survey revealed that teachers preferred the five identified leadership styles of school leaders and school leaders implemented these five styles in managing teachers in schools. Significant relationship has been found in teachers’ gender and designation towards their preference of leadership styles but not found in age, grade level assigned, educational attainment, teaching experience and seminars/trainings attended. There’s no significant difference between the implemented leadership styles of school leaders and the preferred leadership styles of teachers. The results prove the claim that there is no “one specific leadership style” that fits to all subordinates but “a mix of it all”.

“Go lang, teach!”: Understanding the motivations of Filipino migrant English teachers in Taiwan

“Go lang, teach!”: Understanding the motivations of Filipino migrant English teachers in Taiwan

The Effect of School Principals' Social Entrepreneurial Leadership Characteristics on Teachers' Motivation

Teacher motivation is one of the main elements that directly affect the effectiveness of educational processes. Although the relationship between leadership and teacher motivation in the literature is frequently examined, studies on the impact of social initiative on the motivation of social initiative, including social benefit, innovative and participatory leadership approaches, are very limited. This demonstrates the need for new research that will reveal the contribution of social entrepreneurship leadership to teacher motivation in educational management. This demonstrates the need for new research that will reveal the contribution of social entrepreneurship leadership to teacher motivation in educational management. Based on this need, it is important to examine the effects of social initiative leadership on teacher motivation and to obtain original findings that will contribute to the field of educational management. In this context, in order to determine the effect of school administrators on teacher motivation, the universe of this research, which is designed according to the relationship methods, consists of teachers working in schools in a region of the country in 2023-2024 academic year. According to statistics, the sample of the study consists of 339 teachers determined by simple random sample method. In the study, the “Social Entrepreneurship Leadership Scale” and “Teacher Motivation Scale” were used as data collection tools. In the study, the level of social initiative and motivation perceived by the teachers working in the relevant schools were determined and inter -variable relationships were demonstrated. It is among the most important findings of the research that has a high level of positive relationship between the social interventional leadership characteristics of school administrators and teacher motivation. In line with these findings, various suggestions were made to researchers and policy makers.

Exposure to Research Training and Research Skills Capacity as Predictors to Motivation to Undertake Research

This study examined how research training exposure and research skills influence the motivation of secondary teachers in the Tagum City Division to conduct research. Anchored in Self-Determination Theory and McClelland’s Three Needs Theory, the research employed a descriptive-correlational design with 279 purposively sampled teachers. Data were collected via a validated survey and analyzed using descriptive statistics, Spearman-rho correlation, and multiple regression. Findings revealed high levels of research training, research skills, and motivation among respondents. Social motivation and intrinsic motivation emerged as primary drivers, surpassing attainment motivation. Correlation analysis showed strong positive relationships between research training, research skills, and motivation, with skills demonstrating slightly greater predictive power. Notably, methodology skills were more influential than information-seeking skills. Among training domains, time for research, ability to attend training, and confidence to undertake research were significant indicators of motivation, whereas training to encourage involvement in research was non-significant. The study emphasizes the need of planned training to sustain teacher motivation, including integrating research into professional duties with protected time and workload adjustment, enhancing methodology-focused training through hands-on workshop and mentorship, and fostering institutional support via incentives, collaborative networks, and recognition programs. These recommendations align with the DepEd’s research agenda and address identified gaps in training accessibility and methodology competence. By strengthening these areas, schools can cultivate a robust research culture that benefits both educators and students, ultimately advancing evidence-based practices in basic education.

Examining the Impact of Organizational Support on Teacher Motivation: A Case Study of the English Linguistics Faculty

Teacher motivation is fundamental in improving instruction quality, student learning, and institutional effectiveness. Teachers frequently have to deal with heavy workloads, scarce resources, and changing educational needs, that may affect on their motivation and performance in an academic environment. This study emphasized how important organizational support is in teachers’ motivation. Institutional reforms can be guided by an understanding of this relationship to improve faculty satisfaction and performance. The study was quantitative. The English Linguistics Department’s entire faculty of Lahore Leads University was the focus of a quantitative study design. All 25 faculty members participated in the census sampling process. Data were gathered using a self-developed questionnaire. Descriptive and inferential statistics estimated the results. Descriptive statistics, including mean and SD, were used. The differences among demographic variables was assessed by an independent samples t-test and one-way ANOVA. According to the findings, organizational support is crucial to the relationship between teachers and the institution, and it has a big impact on improving teachers’ well-being and cultivating a favorable attitude toward their performance.

The Effect of Professional Licensing on English Language Teaching Practices and Teacher Motivation in Saudi Arabia

This study investigates the effect of professional licensing on English language teaching practices and teacher motivation in Saudi Arabia. The main aim is to examine whether licensing requirements influence classroom strategies and educators’ enthusiasm toward teaching. The central research questions explore how licensing impacts teaching performance and motivation, and what implications this has for job satisfaction among English language teachers. An explanatory sequential mixed-methods design was employed. In the first phase, quantitative data were collected through a structured questionnaire administered to 1,084 English language teachers across Saudi Arabia. In the second phase, in-depth interviews with ten teachers were conducted to enrich and explain the survey findings. Results revealed a generally negative perception of professional licensing, with most teachers reporting minimal impact on their teaching practices and motivation. Only teachers aged 41–50 showed a statistically significant positive response. Financial penalties linked to licensing were found to reduce intrinsic motivation. The study highlights a misalignment between the intended purpose of licensing and teachers’ perceptions of its value. It recommends decoupling licensing from salary-related consequences, enhancing communication about its benefits, offering targeted professional development, and providing more frequent and flexible assessments. These steps may foster a more positive attitude toward licensing and improve its effectiveness in supporting educational quality.

Will Teacher-AI Collaboration Enhance Teaching Engagement?

Against the backdrop of the widespread integration of Artificial Intelligence (AI) into educational practices, collaboration between teachers and AI is profoundly influencing teaching behavior. Drawing on the Conservation of Resources Theory, this study constructs and tests a model examining the impact of teacher-AI collaboration on teaching engagement, with a focus on the mediating role of technological self-efficacy and the moderating role of perceived organizational support. Based on empirical data collected through a survey in China, the results reveal that teacher-AI collaboration significantly and positively predicts teaching engagement. Furthermore, technological self-efficacy mediates this relationship, suggesting that AI collaboration enhances teaching engagement by boosting teachers’ confidence in using technology. In addition, perceived organizational support positively moderates the effect of teacher-AI collaboration on technological self-efficacy, forming a moderated mediation model. This research enriches the understanding of teacher behavior in the context of AI integration and offers practical implications for educational institutions seeking to optimize AI adoption strategies and enhance teacher motivation.

The Impact of Paternalistic Leadership on Work Engagement among in-service Calligraphy Teachers in Selected Primary School in Hebei, China

This quantitative study examines the impact of paternalistic leadership (PL) on work engagement (WE) among in-service calligraphy teachers in selected primary schools in Hebei, China. Data were collected via the WJX platform, with 404 valid responses analyzed using SPSS and. A multiple linear regression analysis was conducted to assess whether paternalistic leadership (PL) comprising authoritarian leadership (AL), moral leadership (ML), and benevolent leadership (BL) significantly predicts work engagement (WE). The results indicate that paternalistic leadership does not exert a direct significant effect on work engagement. However, the possibility of indirect effects through mediating or moderating variables remains open for future investigation. These findings contribute to the literature on educational leadership and suggest the need for further research incorporating additional variables to elucidate the nuanced relationship between paternalistic leadership (PL) and teacher work engagement (WE). The study offers practical implications for school administrators and policymakers seeking to enhance teacher motivation and performance in educational settings.

Determinants of Teachers' Technology Adoption in Yogyakarta Classrooms: Exploring the Role of Skills, Infrastructure, and Leadership Policies

This study explores the factors influencing teachers' ability to integrate technology in classroom instruction, specifically within schools in Yogyakarta. As digital tools become integral to education, understanding these factors is essential to supporting effective technology adoption in teaching practices. A qualitative case study approach was employed, involving six teachers from three schools in Yogyakarta selected through purposive sampling. Data were gathered using semi-structured interviews and document analysis. The research process included participant selection, instrument validation, and thematic data analysis to identify patterns related to technology integration challenges and strategies. The findings reveal three primary factors affecting technology use among teachers: (1) teachers’ knowledge and digital skills, (2) availability of infrastructure and technical support, and (3) school principals' policies and leadership. These elements significantly influenced teachers' confidence and motivation to utilize technology effectively in their teaching. The results underscore the need for continuous professional development, equitable access to technological infrastructure, and strong, supportive leadership to promote a tech-enabled educational environment. These factors collectively shape teachers’ readiness and willingness to adopt digital tools. To foster more effective technology integration in classrooms, stakeholders must prioritize teacher training, improve infrastructure, and encourage proactive leadership. Future research could expand on this study by comparing urban and rural school settings to examine contextual differences in teachers’ perceptions and experiences with educational technology.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ЕМОЦІЙНО-ЕТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

The article summarizes the content of the concept of emotional and ethical competence of a future primary school teacher, which is presented as «a set of knowledge in the emotional and ethical sphere, the ability to express, realize and manage one's emotional state and emotions of education seekers,overcoming stressful and conflict situations, which contributes to the effective organization of dialogical interaction with parents and students on the basis of empathy, moral and ethical norms and rules». The analysis of scientific sources and the results of empirical research as a whole showed an insufficient level of formation of emotional and ethical competence among higher education applicants in the specialty 013 Primary Education, which is the basis for identifying and substantiating pedagogical conditions that will contribute to its effective formation, which include: development of motivation in future primary school teachers to master emotional and ethical competence; use of the educational potential of the academic disciplines «Pedagogical Mastery», «Theory and Methods of Education» to form emotional and ethical competence of future primary school teachers;involving future primary school teachers in informal online courses with the aim of developing emotional and ethical competence. To form emotional and ethical competence of future primary school teachers, it is important to awaken a sustained interest and need for the specified problem, which is possible provided that internal motivation, external motivation, motivation, related to the perspective, as well as minimizing factors that reduce the level of motivation. It is important to include in the content of lectures and practical classes material that is focused on the formation of cognitive, motivational-value and activity components of emotional-ethical competence. Online courses, as proven by practice, are one of the forms of acquiring competencies.

Війна і школа: реферати галицьких учителів (1920 р.) про вплив війни на шкільництво й завдання вчительства в умовах післявоєнної відбудови

The purpose of the article. The source representativeness of handwritten essays by teachers of folk (primary) schools in Dobromyl district, which were written in Polish in August and October 1920 and which covered the impact of the World War І on the education and upbringing of young people, formulated the tasks of schooling in the post-war period, is revealed. The research methodology is based on the principles of historicism, scientificity, authorial objectivity, application of source methods, in particular the method of internal critique of sources. The scientific novelty is that a published document is introduced into scientific circulation for the first time. Three main ideological and semantic components of the analyzed documents are highlighted: 1) the war negatively affected young people, as it led to a decrease in school attendance and a decline in the moral level of social relations; 2) in the conditions of the national and state revival of Poland, attention should be paid to the development of schooling, the spread of education, and the development of moral and national-patriotic education of children and youth; 3) the main tasks and responsibilities are assigned to teachers, who must work hard for the good of the fatherland and the education of youth. Conclusions. The influence of positivism, modernization tendencies, civilizational rhetoric and national-civic ideas on the thoughts and views of the authors of the documents has been revealed. The linguistic style of the essays, which are characterized by a large number of Ukrainianisms, has been characterized. It has been found that the essays are representative historical sources for clarifying the views of at least some of the Galician public school teachers on the war and its consequences, on the possibilities of overcoming negative phenomena through the development of education. The essays make it possible to find out about the level of professional knowledge (including literacy), civic consciousness, and professional experience of the teachers of that time who were destined to survive six years of almost continuous wars: the World War І, the Ukrainian-Polish War, and the Polish-Soviet War. It is emphasized that when analyzing documents, one should take into account their “official” nature, their address to representatives of school authorities, and therefore take into account the motivation of teachers who sought to show their loyalty to the new authorities, to emphatically demonstrate their own civic position.

Teachers Motivation as A Determinant of School Effectiveness: An Empirical Analysis from Edo South Senatorial District, Nigeria

This study examines the impact of teachers motivation on school effectiveness in public secondary schools across Edo South Senatorial District, Nigeria. Recognising teachers as pivotal drivers of educational outcomes, the researchers investigates how factors such as promotion, professional development, work environment and remuneration correlate with indicators of school effectiveness including leadership, accountability and productivity. Employing a correlational survey design, data were gathered from 149 randomly selected teachers across 19 schools using validated instruments. The study revealed a significant positive relationship between teachers motivation and school effectiveness, with further variations observed based on teachers experience and classroom size. Gender and school location, however, did not present significant moderating effects. Findings reveal the importance of structured motivation strategies to enhance performance and educational quality in public schools. The study concludes with recommendations for policy and administrative reform that are targeted at teachers welfare and engagement.

Difficulties of Non-Indigenous Teachers in Teaching Indigenous People Learners and Learners’ Academic Achievement

This study explored the challenges faced by thirty purposively chosen non-indigenous teachers in educating indigenous people learners and one hundred academic performance data of IP learners. It covered particular aspects: cultural competence, teaching practice and issues, lesson presentation, and grasping verbal interaction with Indigenous learners, in addition to evaluating the learners' educational achievement in chosen schools of District VIII-Division of Valencia City to determine the formidable challenges experienced by the non-indigenous teachers and it could affect the learners’ academic performance. The study utilized a mixed method explanatory sequential design, in quantitative descriptive design with data collection from thirty non-indigenous teachers from different levels and supplemented with qualitative interviews and observations. The statistical analysis involved mean, standard deviation, and Pearson correlation to assess teacher challenges and academic performance, indicated by the overall general average of the Indigenous learners. The interview supported that the result from the survey conducted face to face and online. The results revealed that teachers experienced difficulties in various areas, but the correlational analysis did not establish any statistically significant correlations between the difficulties and the academic performance of learners. The greatest mean difficulty was observed for factors influencing lesson delivery and learner development (r = .148, p – value = .434) between teachers’ challenges in multiple aspects that affects the delivery of lesson and development of the indigenous people learners. The research recommended that administrators ought to concentrate on locating areas for development, encourage flexible pedagogical styles, and offer support in terms of culturally meaningful resources, learner-centered strategies, and collaborative learning environments for effective and efficient teaching delivery. Highlighting cultural training and sensitivity, and inclusive education workshops, were instrumental to advance teacher motivation and enhance Indigenous learners' growth. These recommendations aimed to leverage teacher engagement to drive institutional performance and enhance indigenous people learners’ development.

Novice Teachers' Critical Incidents and Motivation to Choose Teaching Professions: A Study of Teacher Professional Identity Construction

Novice teachers, who are in the initial stages of their career as educators, may exhibit a propensity for uncertainty regarding the execution of their professional responsibility. This is particularly dependent on their motivation and experiences accrued throughout their teaching journey. Consequently, novice teachers must engage in reflective practices concerning their professional experiences which involve their beliefs, motivations, and significant incidents that shape their professional identity development. This study involved three EFL novice teachers in elementary schools who are in their first year of teaching. This is a qualitative study that employed the Critical Incident Technique to gather and analyze the data following the five steps proposed by Hughes, William Son, & Lloyd (2007). The data were obtained using questionnaires and semi-structured interviews which were conducted online. Findings reveal that female novice teachers are more intrinsically motivated, driven by their interest in English and teaching, whereas male novice teacher is primarily motivated by his educational background and the prestige of the profession. Although all participants encountered similar critical incidents related to student behavior, teaching ability, classroom management, and teacher-teacher relationships, their responses varied. One participant viewed these challenges as opportunities for growth, while others felt demotivated, particularly when teaching elementary school students. The future career trajectories of novice teachers in education may be influenced by their reflections on these experiences.

Career Choices and Retention Intentions of Aspiring PE Teachers in Guangdong: A Social Cognitive Career Theory Perspective

This study examines the factors shaping career decisions among aspiring Physical Education teachers in Guangdong Province, China, where chronic shortages of qualified educators persist. Using Social Cognitive Career Theory as a framework, the research employs a quantitative, cross-sectional design to analyze how teacher training quality, supportive school policies, and professional development opportunities influence career choices and retention intentions across urban and rural settings. Structural Equation Modeling analysis reveals that institutional support and training quality significantly boost job satisfaction and retention, while professional development strongly correlates with long-term career aspirations, particularly when combined with school-level backing. The findings highlight socioeconomic disparities between urban and rural contexts as key mediators of teacher motivation, providing empirical evidence for targeted policy interventions. The study recommends aligning training with professional needs, strengthening mentorship programs, and ensuring equitable access to development opportunities to address workforce sustainability challenges in physical education. These insights offer practical solutions for educational planning in regions facing similar teacher shortages.

Analysis of The Implementation of Remote Regional Education Financing in Improving Teacher Performance at YPPK Werafuta Elementary School

Remote area face various constraint like delay disbursement of funds, limitations facilities and infrastructure , as well as the difficulty access transportation , which has an impact on effectiveness utilization of education funds . Research This to study How implementation financing education taking place in the area remote areas , especially in YPPK Werafuta Elementary School , Papua, as well as its influence to improvement teacher performance . Researcher use approach studies case with method data collection through observation , interview in-depth , and documentation . Respondents in study This is head school , teachers and administrators foundation . findings study show that adequate financing , especially in form incentives and training , greatly contribute in increase motivation , welfare , and professionalism of teachers. Although Thus , obstacles administrative and geographical Still become challenge the main thing to do addressed so that financing can implemented with good and giving impact positive to quality learning . Research conclusion This is strengthening synergy between government , foundations and communities as well as repair mechanism disbursement of funds and facilities education in the region remote is an important factor .

Implementation of Islamic Leadership Values by School Principals in Enhancing Teacher Competence in Public Junior High Schools in Indramayu

This study aims to examine the implementation of Islamic leadership values by school principals in improving teacher competence at public junior high schools in Indramayu Regency. Moral and spiritual values such as amanah (trustworthiness), adil (justice), musyawarah (consultation), and uswah hasanah (exemplary conduct) are the main focus in shaping effective educational leadership. A qualitative descriptive approach was employed, with data collected through interviews, observations, and document analysis at SMPN 1 Kandanghaur and SMPN 1 Anjatan.The findings reveal that the consistent application of Islamic leadership values by principals significantly contributes to the enhancement of teacher competencies in pedagogical, professional, personal, and social aspects. Principals who internalize Islamic values are able to foster a conducive school culture, encourage reflective practices, enforce discipline and fairness, and strengthen interpersonal relationships among teachers. As a result, teacher motivation increases, professional development becomes more focused, and instructional quality improves. this study recommends the development of structured leadership training programs based on Islamic values and active collaboration among stakeholders to institutionalize this leadership model in order to improve the quality of education in public schools.

Integrating Islamic Sharia Principles into Educational Leadership: A Strategic Management Perspective

Teacher motivation, instructional effectiveness, professional learning, and retention continue to pose significant challenges in educational systems worldwide, often exacerbated by elevated levels of burnout and turnover. This study investigates the intersection between modern strategic management and Sharia-based leadership within Islamic educational institutions. Using a qualitative library research method, the paper analyzes recent scholarly literature to examine how Islamic ethics can be integrated into institutional governance. The findings suggest that modern management tools—such as strategic planning, SWOT analysis, and performance evaluations—can be effectively aligned with Islamic values when guided by principles such as shura (consultation), amanah (trust), and ‘adl (justice). However, a significant gap remains between theoretical ideals and actual administrative practices, often driven by bureaucratic and secular benchmarks. The study further identifies a lack of a comprehensive, operational Sharia-compliant leadership model that systematically combines strategic management theory with Islamic jurisprudence. Such a framework is essential for defining ethical leadership roles, participatory governance mechanisms, and accountability systems. Integrating Islamic ethics into leadership practices fosters stakeholder trust—among teachers, parents, and students—which in turn reinforces institutional legitimacy and supports long-term sustainability. The research emphasizes the need for Islamic educational institutions to move beyond symbolic adherence to Sharia and adopt integrated, ethically coherent leadership practices that address both moral and managerial imperatives.

Influence of Teacher Performance, Competence, and Motivation in Improving the Quality of Education in Islamic Educational Institutions

This study aims to explore the influence of competence, work motivation, and managerial strategies on teacher performance and their impact on the quality of education in Islamic educational institutions. The focus of the research is directed at integrated Islamic madrassas and schools, which are committed to maintaining the quality of education amid limited resources. The Partial Least Squares-Structural Equation Modeling (PLS-SEM) method was used to analyze the causal relationship between these variables, with data obtained through surveys from teachers in several Islamic educational institutions. The results of the study show that teacher competence has a significant effect on teaching performance, which ultimately improves the quality of education. In addition, work motivation plays an important mediating role, where continuous career development can maintain teacher commitment. Managerial strategies implemented by school leaders also contribute positively to increasing productivity and teacher focus in teaching. This study concludes that the combination of competence, motivation, and adequate managerial support is a key factor in improving teacher performance and education quality in Islamic educational institutions. This finding provides recommendations for managers of Islamic educational institutions to focus on developing human resources to achieve optimal quality of education