Teacher Motivation Research Articles

Analysis of the Influence of Intrinsic and Extrinsic Factors on Teachers' Work Motivation in Improving Educational Performance in Elementary Schools

This research investigates the influence of intrinsic and extrinsic factors on teachers' work motivation and its impact on educational performance at primary schools. The study addresses the crucial role of teacher motivation in enhancing school education quality. Using a quantitative, descriptive-correlational methodology, the study examined the statistical relationships between intrinsic factors, such as job satisfaction and commitment, and extrinsic factors, such as financial rewards and work environment, on teachers' motivation. Data was gathered from 60 respondents, selected through purposive sampling, and analyzed using multiple linear regression and Pearson correlation. The results revealed that intrinsic factors had a stronger impact on work motivation than extrinsic factors, though both were significant. Teachers who experienced greater job satisfaction and commitment exhibited higher motivation, ultimately leading to better performance in teaching. The study concludes that strategies for improving teacher motivation should prioritize intrinsic factors, while still recognizing the importance of supportive extrinsic elements. This research provides valuable insights into balancing motivational strategies and suggests further exploration in diverse educational contexts to validate the findings.

The Endogenous Motivation and Cultivation Strategies for Rural Teachers' Professional Development from the Perspective of Social Support Theory

Based on social support theory, this paper aims to explore the sources of endogenous motivation for rural teachers' professional development and the cultivation strategies. Due to the influence of factors such as the urban-rural dual structure and the specific geographical environment of rural areas, rural teachers often face the challenges of lack of resources and isolation. Social support can provide emotional support, information help and resource support, thereby enhancing the endogenous motivation for professional development. On this basis, this paper proposes a series of cultivation strategies for rural teachers, including providing institutional guarantees for the professional development of rural teachers, establishing a platform for rural teachers' cooperation and co-construction, providing continuous professional development training, and establishing a supportive education community network, so as to improve the endogenous motivation of rural teachers.

Climate change and its health effects - an optional subject for medical students

Abstract The Standing Committee of European Doctors urged to include training on the impact of climate change on health for health professionals. Currently, in the curriculum of most medical schools, the health-related impacts of climate change represent a peripheral part. The teaching of health effects of climate change should be made part of the training of health professionals and should be introduced in the curriculum of medical schools. ClimateMed is an Erasmus project that improves the curriculum and expands knowledge about the health effects of climate change at medical universities. The World Café method, based on round table discussions, was applied to assess the needs, summarize the proposals, and develop the necessary strategy. At the same time, a questionnaire was applied to those medical students from UMFST Targu Mureș who chose this subject as an optional subject. Students related the importance of understanding the diseases caused directly or indirectly by climate change, and reported what kind of topics should be included in a new course, in which semester/module and in what format it would be appropriate to teach it. The most frequently reported topics were: excessive heat and heat-related illnesses, extreme weather, vector-borne diseases, food safety, air pollution, and mental health. According to the goals of the project and students’ opinions, since 2023 medical students can choose Climate Change and Health Effects as an elective course. Based on the demand for medical universities to include in their curriculum knowledge related to the health effects of climate change, ClimateMed project can facilitate this integration and can promote the increase of teacher motivation and the development of methodological guidelines for university teachers. The project contributes to the preparation of some educational materials and the introduction of an optional subject in the training curriculum of the students of the Faculty of Medicine, UMFST Targu Mureș. Key messages • There must be made efforts to include training on the impact of climate change on health for health professionals, to introduce this subject in the curriculum of medical schools. • ClimateMed project can facilitate the integration of knowledge about the health effects of climate change into curriculum and can promote the practical use.

The Corrosive Effect of School Administrators as Toxic Leaders on Teacher Accountability

Purpose: To examine teachers' views on the corrosive effect of toxic leadership behaviours of school administrators on teacher accountability. Design/Methodology/Approach: The study group of this research, which uses phenomenology as a qualitative research design, was selected using maximum variation sampling method, which is a type of purposive sampling. This group consists of 20 teachers working in 10 public schools in the central district of Isparta. Data were collected from the teachers through a semi-structured interview form. The collected qualitative data were subjected to contextual analysis through MAXQDA software and visualised. The findings show that the majority of teachers reported that toxic leadership has a detrimental effect on teacher accountability. Findings: Toxic leaders, characterised by behaviours such as micromanagement, lack of empathy, and aggressive communication, were found to cause teacher demotivation, alienation, and professional burnout. In addition, toxic leaders erode teacher accountability by creating a negative and insecure organisational climate. Highlights: Toxic leadership behaviours of school administrators are a critical factor that significantly affects teacher accountability. The various dimensions of this impact are as follows: Decreased teacher motivation, psychological safety and job satisfaction, decreased performance and productivity, impeded professional development, stress and burnout. In addition to these, toxic leadership has a negative impact on school climate. A negative school climate leads to a decrease in teachers' willingness to cooperate and be accountable. This can also negatively impact student achievement because lack of co-operation and support among teachers reduces the quality of education. Therefore, it is important for school administrators to exhibit more positive and supportive leadership behaviours to increase teachers' motivation and strengthen their accountability.

Correlation between Teacher Motivation, Remuneration and Student Outcomes in Nigeria, with a Focus on Public versus Private Educational Institutions

Purpose: The aim of the study was to investigate the correlation between teacher motivation, remuneration, and student outcomes in Nigeria, with a focus on public versus private educational institutions Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The investigation into the correlation between teacher motivation, remuneration, and student outcomes in Nigeria reveals a clear link between teacher incentives and student performance, with notable differences between public and private institutions. In private schools, where teachers generally receive higher salaries and better working conditions, student outcomes are significantly better, as measured by exam performance and retention rates. Conversely, in public schools, low teacher remuneration, lack of incentives, and inadequate working conditions result in low teacher motivation, which negatively impacts student outcomes. Unique Contribution to Theory, Practice and Policy: Herzberg’s two-factor theory, expectancy theory & equity theory may be used to anchor future studies on the correlation between teacher motivation, remuneration, and student outcomes in Nigeria, with a focus on public versus private educational institutions. Performance-based remuneration systems should be implemented in public schools to enhance teacher motivation. Policymakers should establish a national remuneration framework that aligns public and private sector teacher pay, ensuring equity in compensation and reducing the motivation gap between the sectors.

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

The Influence of Perceived Organizational Support, Transformational Leadership, and Work Motivation on Teacher Performance at XYZ Elementary School, North Jakarta

A school is an organization that operates in the field of education as a place where the learning process occurs for students to obtain education from teachers. Teachers at the forefront have an important role in advancing and improving services in schools. To support optimal performance, it is very important for a school leader to have strong organizational support, good abilities in managing the school, and able to increase and maintain teacher motivation. Researchers conducted to find out how perceived organizational support, transformational leadership, and work motivation influence teacher performance at SD XYZ North Jakarta. This research uses a quantitative research approach using the PLS-SEM method to analyze the influence of path coefficients on the variables studied. The respondents of this research were all 118 teachers at SD XYZ North Jakarta who filled out a survey using saturated sample data collection via the Google Form application. The data obtained was analyzed using SEM (Structural Equation Modeling) with the PLS 3.0 application. The results of this research show that perceived organizational support, transformational leadership, and work motivation have a positive effect on teacher performance.

Fostering excellence: professional associations and the cultivation of teachers’ professional identities

ABSTRACT In the Republic of Croatia, there is not a single overarching professional association for early childhood education (ECE) teachers. Instead, six regional ECE teachers’ associations are actively operating. Recognizing the shared responsibility for upholding professionalism, ECE teachers are proactively seeking a nurturing environment that fosters their professional growth and aligns with their practical requirements. This research was conducted with a sample of 206 ECE teachers in the Republic of Croatia and aimed to explore the role of professional ECE teachers’ associations in shaping the professional identity of ECE teachers within the country. To achieve this objective, a survey questionnaire was designed to assess motivation, self-perception, self-efficacy and attitudes of ECE teachers toward educational tasks and ECE teachers’ professional associations. The findings reveal that both education level and membership in professional associations are predictive factors influencing respondents’ perception of their profession and their professional identity.

Head teachers’ pedagogical leadership strategies in supporting children’s transition from pre-primary to primary school in Tanzania

This study explored strategies to support children's transition from pre-primary to primary school. It employed a case study design, and semi-structured interviews were administered to nine head teachers and nine pre-primary school teachers from nine public primary schools in Mpwapwa and Chemba District, Tanzania. The collected data were subjected to content analysis. The study’s findings revealed that the provision of teaching and learning resources, stakeholder or community engagement, teacher motivation, a supportive school culture, and learning follow-up are essential pedagogical leadership strategies employed by head teachers to support children's transition from pre-primary to primary school. The study recommends the implementation of pre-headship training programmes and in-service training on Early Childhood Education (ECE) management for head teachers, as well as the provision of increased budgetary allocations for pre-primary education. Since this study was conducted in the pre-primary educational aspect, the study also recommends conducting further research on other aspects of school readiness in an attempt to enable children to easily navigate the transition process into the education system.

Personality and Teaching Motivations of Prospective Teachers in Cuba

ABSTRACT The five-factor model is one of the most researched theories of personality and is frequently evaluated through the Big Five Inventory (BFI). The present study aims to explore the reliability and factorial validity of the BFI in Cuba and to investigate the relationships between personality traits and motivations for teaching. A sample of 320 prospective teachers from two universities participated in the study. A total scale reliability score of α = .73 was obtained. Principal Component Analysis using varimax rotation validated a five-factor structure, however, poor loadings of some items of the agreeableness and neuroticism factors were found. Personality dimensions of the five-factor model provided a set of meaningful relations with motivational factors determining the choice of entering the teaching profession. The dimensions of conscientiousness and agreeableness were significant predictors of intrinsic motivation as well as satisfaction with career choice. In particular, conscientiousness emerged as an important personality trait of prospective teachers. The findings obtained are partly in line with previous studies and are significant for recruitment strategies that optimize teacher quality.

Six years of spreading BLSD skills in schools: empowering teachers as trainers.

To increase the population's ability to handle emergencies, life-saving maneuvers should be universally acquired as an automatic skill starting from school through frequent and practical retraining. Teachers could be ideal multipliers, but it is necessary to design pathways that train and motivate them, since Basic Life Support and Defibrillation (BLSD) skills are not part of their academic curricula. This study explores innovative training solutions and facilitating factors to enhance BLSD education in schools by focusing on the training and motivation of teachers. In the 1st year, an in-service training program for teachers was provided and assessed in a lower middle school in central Italy. The study compared the skills of a group of students trained by teachers with those trained by certified instructors, immediately after the course and 6 months later. Both the procedural skills and the quality of cardiopulmonary resuscitation (CPR) were evaluated, through a hands-on simulation. Over the next 5 years, the project was expanded to three more schools, and a field study was conducted where researchers monitored the teachers in their classroom work, supporting them in resolving critical issues. Quantitative assessments showed significant differences in student abilities immediately after the course, which diminished after 6 months. Qualitative evaluations indicated that teachers, initially reluctant, gained confidence and effectively taught BLSD skills. Over 5 academic years, the project expanded to additional schools, training 5,661 students in life-saving maneuvers with a ratio of 1 teacher for every 111 trained students, over the whole period of time. Sustainability factors included regular retraining of teachers, continually updated and free didactic materials and equipment, internal coordinators, allowing teachers the freedom to structure a customized course schedule in terms of timing and delivery methods. The study highlights the effectiveness of trained teachers as BLSD knowledge multipliers. Standardizing teacher training, including follow-up retraining, is crucial, but flexibility in student training is beneficial, allowing adaptation to the specific needs of schools. Future research should focus on the long-term sustainability of chain training in larger areas, identifying strategies to overcome organizational and motivational barriers.

TEACHER OPINION ABOUT USING PROBLEM-BASED LEARNING IN TECHNOLOGY AND ENGINEERING EDUCATION

A school for the 21st century requires innovative approaches to learning and teaching. The presented research investigates the current state of innovative teaching methods, particularly problem-based learning (PBL), among teachers of the subject Technology and Engineering (TE) in Slovenian lower secondary schools. The main aim of the research was to determine the attitude towards such innovative teaching approaches, how often innovative teaching methods are used, how teachers perceive their importance, and finally, according to the teachers, how they are qualified for this. In the research, an appropriate questionnaire for teachers is developed. Qualitative and quantitative research was conducted using an online survey and statistical data processing. The online survey results showed that teachers positively assess the importance of using PBL, which is perceived as a more challenging method than traditional teaching methods. Despite numerous challenges, teachers express high motivation to improve their teaching practices. Based on the data obtained, it is found that teachers' knowledge is assessed less positively than their competence assessment, which indicates the need for more accurate methods of evaluating knowledge and emphasizes the importance of continuous professional development. The research findings could be important for improving teaching practices and promoting innovations in the educational process. High motivation and readiness of teachers to accept innovative pedagogical approaches can contribute to a better learning environment and the development of a more competent teacher in the future. Keywords: continuous professional development, innovative teaching methods, problem-based learning, student motivation, teacher competence, technology and engineering

Comparison of Motivation and Job Satisfaction of Teachers Working in Schools with Low and High International SACERS Scale Scores

In recent years, countries have taken many initiatives to determine the quality of their educational environments and to raise them to a certain level of standard. At the center of this effort to assess and improve quality is the School Age Care Environment Rating Scale International [SACERS]. At its core, SACERS assesses critical aspects of school-age care settings. This study aimed to compare the teaching motivation and job satisfaction levels of teachers working in schools with high and low SACERS scores. A total of 242 teachers from five general schools in Kazakhstan with low SACERS scores and five schools with high SACERS scores participated in the study, which used a causal comparison design. Schools were categorized according to SACERS score. 'Teaching Motivation Scale' and Minnesota Job Satisfaction Scale' were used to collect the data. The analysis revealed that teachers had high levels of job satisfaction and teaching motivation in schools with high SACERS scores.

Strengthening teacher competence through joyful learning and innovative learning media training

A needs assessment at Muhammadiyah Middle School 9 Tanggulangin revealed that teachers struggle with creating interactive learning environments and developing innovative teaching materials. To address these challenges, a training program was conducted to enhance teachers' pedagogical skills, creativity, and motivation. The program consisted of two key activities: joyful learning training and training in the development of creative and innovative learning media. The process included several stages: preparation (needs assessment, program design, material development, and pre-test), implementation (intensive training on joyful learning and innovative media development), and evaluation. The training involved 12 teachers (4 men and 8 women). The results showed significant improvements in teachers' understanding of joyful learning concepts and their ability to create creative and innovative learning materials. This program highlights the importance of adopting innovative and enjoyable teaching strategies to enhance teacher competence and improve student learning experiences. The initiative demonstrated that targeted training could effectively address the challenges teachers face, leading to better educational outcomes.

The Relationship Between Teaching Motivation of Teachers Working at Science and Art Centers (BİLSEM) and Their Competence in Designing Digital Materials

In this study, the relationship between teaching motivation and digital material design competencies of teachers working in Science and Art Centres (BİLSEM) was examined. Research data were obtained from teachers working in BİLSEMs in the 2022-2023 academic year. In the research, mixed method was used in which quantitative and qualitative data were handled together. In the quantitative dimension of the research, gender and professional seniority differences between digital material design competencies and teaching motivation were examined with the data obtained from 106 teachers working in BİLSEMs across Turkey. In the qualitative dimension of the study, data were collected from 12 teachers working in a BİLSEM in the Western Black Sea Region with a semi-structured interview form. According to the results of the analyses, it was seen that BİLSEM teachers' digital material design competencies were at a high level. Teachers' intrinsic and extrinsic motivation levels were found to be at medium level. No significant difference was found between teachers' digital material design competencies and teaching motivation and gender and professional seniority variables. It was determined that there was a moderate positive relationship between teachers' digital material design competences and their teaching motivation (intrinsic-extrinsic). As a result of the research, it was revealed that teachers need training on current issues such as artificial intelligence, augmented reality, virtual reality.

Education 5.0: The development of the Ukrainian educational system in the conditions of artificial intelligence

The article presents conceptual research on the trends, vectors, perspectives, and challenges of introducing AI technologies into education system. Both worldwide trends and Ukrainian specifics are considered. One of the core findings of research is a claim that while there is transition already from Education 4.0 to Education 5.0, and rapid growth of AI solutions for education is observed, motivation of teachers themselves, their continuous advancement in these technologies based on their own interest is crucial factor.

The Investigation of the Influence of Leadership, Work Environment, and Motivation on Teacher Performance on the Quality of Vocational School Education

The quality of education in Vocational High Schools (SMK) faces significant challenges, particularly concerning teacher leadership, work environment, and motivation. This study aims to investigate the influence of these factors on teacher performance and the overall quality of education in vocational schools throughout Malang Raya. Employing a quantitative research method, data were collected through surveys administered to teachers, focusing on three exogenous variables: Leadership (Teacher Learning Leadership), Work Environment, and Motivation (Internal/Intrinsic Motivation), alongside the endogenous variable of Teacher Performance and the intervening variable of Quality of Education. The results indicate that effective leadership, a supportive work environment, and high levels of motivation significantly enhance teacher performance, positively impacting the quality of education. Leadership (X1) contributes 4% to teacher performance (Y), while the work environment (X2) has a significant impact, contributing 39.4%. Additionally, motivation (X3) accounts for 11.4% of the variance in teacher performance. The overall model demonstrates a coefficient of determination (R²) of 0.549, indicating that approximately 54.9% of the variability in teacher performance can be explained by the combined effects of leadership, work environment, and motivation. In conclusion, The study emphasizes how crucial it is to create a positive work atmosphere and boost teacher motivation by utilizing effective leadership techniques. The implications of this research provide evidence-based recommendations for developing programs that support teacher performance and improve educational quality in vocational schools. By prioritizing these factors, educational institutions can better equip teachers to fulfill their diverse roles and responsibilities, ultimately benefiting student learning experiences.

Pengaruh Budaya Organisasi, Disiplin Kerja, Dan Kompetensi Terhadap Kinerja Guru Melalui Motivasi

The aim of this research is to show and test the influence of organizational culture, work discipline and competency on teacher performance through motivation at MA Sunniyyah Selo Grobogan. This research is quantitative. The results of the T test show that the organizational culture of MA Sunniyyah Selo in Tawangharjo District, Grobogan Regency has a positive and significant impact on teacher motivation, Work discipline has a positive and insignificant impact on the desires of MA Sunniyyah Selo teachers in Tawangharjo District, Grobogan Regency, Competence and work discipline of MA teachers Sunniyyah Selo. Meanwhile, the results of the F test of equality show that organizational culture, work discipline and skills have a positive and significant effect on the motivation of MA Sunniyyah Selo teachers, Tawangharjo District, Grobogan Regency. The F test for equation 1 also shows that organizational culture, work discipline and skills have a positive and significant effect on the performance of MA Sunniyyah Selo teachers, Tawangharjo District, Grobogan Regency. Apart from that, the results of the determination test show that with a total R square value of 0.6222, the intervention variables of organizational culture, work discipline, competence and motivation contribute 62.22% of the performance variables of MA Sunniyyah Selo teachers, Tawangharjo District, Grobogan Regency. Other variables, such as communication, work environment, training, and other variables not included in the research model amounted to 37.78%. The results of the path analysis show that organizational culture has a greater impact on performance than motivation-oriented communication. The influence of work discipline on performance is more influenced by motivation than communication that is motivated by motivation. The influence of competence on performance is more influenced by motivation than competency on performance. . Organizational culture influences the performance of MA Sunniyyah Selo teachers, Tawangharjo District, Grobogan Regency.

The Impact of Workplace Spirituality and Psychological Capital on Elementary School Teachers' Motivation.

To improve school quality, it is essential for teachers to play a central role. Teacher efficacy largely depends on strong work motivation, which can be enhanced by fostering workplace spirituality and psychological capital. This study aimed to analyze the demographic differences among elementary school teachers regarding workplace spirituality, psychological capital, and teacher motivation. It also sought to examine the relationships between workplace spirituality, psychological capital, and teacher motivation. Particularly, it aimed to explore the impact of workplace spirituality and psychological capital on teacher motivation. This study included 348 teachers from various elementary schools across Taiwan. Its findings confirmed that the assessments of workplace spirituality, psychological capital, and teacher motivation were both reliable and valid. Male teachers exhibited greater efficacy and resilience in terms of psychological capital compared to their female counterparts. Teachers with more years of experience demonstrated greater efficacy, hope, and psychological capital, while those with fewer years of experience reported higher workplace spirituality. Moreover, workplace spirituality and psychological capital were significantly correlated with teacher motivation. The most influential predictors of teacher motivation were identified as workplace spirituality and psychological capital. As a result, the implication of this study is that school organizations can enhance teacher motivation by promoting workplace spirituality and psychological capital.

A Cross-Sectional analysis of factors affecting teacher’s work performance in China

China is a country renowned for its robust education system and one with the best education system in the world particularly in STEM education as reported by international assessments entities like PISA. The country is also known for adopting teachers’ centric education framework and recognizing their crucial role in shaping talents within the education system. Despite these, teachers face several obstacles while discharging their duties. These includes intense competition and pressure within the system which can result in student stress and neglect of holistic development. This study aims to explore challenges faced by teachers within the education system by both primary quantitative and secondary methods. It focuses on the influence of principal leadership, work culture and teacher motivation on teacher performance in Chinese schools which were found to have significant influence of performance. This provide guidance and suggestions for improving the quality of education in China.