FACULTY MOTIVATION: BRIDGING THE GAP BETWEEN PUBLIC SCHOOL TEACHERS AND UNIVERSITY PROFESSORS

Abstract

The role of teachers in shaping the future citizens of a nation is undeniably crucial, as they play a pivotal role in educating and nurturing young minds. Central to this role is the concept of teacher motivation, which significantly influences their performance and effectiveness in the academic environment. This paper delves into the intricate dynamics of teacher motivation within the academic sphere, with a focus on identifying key drivers that inspire teachers to perform well in their roles. By exploring the factors that contribute to teacher motivation, such as intrinsic and extrinsic incentives, organizational support, professional development opportunities, and intrinsic passion for teaching, this study seeks to shed light on the mechanisms that underpin effective teaching practices. Drawing upon insights from existing literature and empirical research, the paper examines various motivational theories and frameworks to elucidate the complex interplay between teacher motivation and job performance. Additionally, the study explores the implications of teacher motivation for the development of faculty programs aimed at cultivating self-management and self-regulation skills among educators. The findings underscore the importance of recognizing and addressing teachers' motivational needs to create an enabling environment conducive to effective teaching and learning. Moreover, the identification of motivational factors provides valuable guidance for educational policymakers, administrators, and practitioners in designing targeted interventions to support teacher development and enhance overall educational outcomes. In conclusion, this paper highlights the critical role of teacher motivation in driving excellence in the teaching profession and underscores the significance of understanding and harnessing motivational factors to empower educators in their pursuit of academic excellence.