The current research aims at finding out the factors important to boost self motivation of teachers, as it is important for the teachers to be self motivated as it leads to the students learning outcomes. If a teacher is not motivated, it will definitely affect students’ learning. Quantitative research method will be used to conduct the current research by analyzing the numeric data. Data will be collected from 500 teachers hailing from both public and private sector.Introduction:Teaching profession has always been the most important profession for any nation because a nation’s progress depends on teachers and their teaching so it is important that a teacher should be self motivated towards his/her profession for the growth of educational system.
The question arises why a teacher’s motivation is important? How self motivated teachers are better than others? It is assumed that motivation is basically a need, or it is a desire that boost or energizes behavior and leads towards a goal (Myers, 2004). A teachers’ goal is to accomplish the target of teaching students in way that it not only enhances students’ knowledge but also bring the best out of them. This needs motivation, self motivation of teachers which is the basic need of a profession and especially for teachers. It is because if a teacher is not self motivated, it will not be possible for students to give good results because students’ learning outcome is critically depends upon teachers’ motivation. Students are directly affected by the motivation of teachers (Farid, 2011). Teachers need to be satisfied and clear about their objectives, if they need to attain certain goals in terms of desired results (Manzoor, 2012). At every level of learning, teacher motivation has become a crucial topic in communicating knowledge and skills (Shaikh, Saad, ; Bhutto, 2015).
A teacher should be highly motivated towards his/her profession because it seems that students’ performance somehow directly affected by teachers’ low or high motivation (Gitonga, 2012). It means if a teacher is having low motivation, it affects his/her performance and ultimately students ‘performance too. Furthermore teachers’ motivation level impacts on learning of students, that leads to healthy learning and students enjoy doing tasks, achieving goals and performing well in all activities. All the learning outcomes depend on the teachers’ motivation level because it increases the level of speed, energy and performance of students (Rehman & Haider, 2013).There are many factors that can be the reason of self motivation. Some of the dynamic components or factors of teacher motivation can be job satisfaction, self-efficacy and personal achievement. If a teacher is satisfied with job and organization it automatically generates self motivation that leads towards best outcomes, it is because when a person joins any organization he/she needs to fulfill personal needs and if their personal needs meet to the satisfactory level self motivation increased.
For achieving the goals, there must be a force arises within them that drives towards specific way. It depends on the performance and motivation level of teachers (Onyambu, 2014). A motivated teacher is responsive for the objectives and goals that he/she has set for students and this helps him/her to put all the efforts in desired direction. A motivated teacher is more stable in performance and accepts challenges and comparatively does all work in a systematic way in comparison with a teacher who lack in self-motivation (Emeka, Amaka, & Ejim, 2015).
It seems that sometimes intrinsic motivation is very much needed and a teacher needs to has a positive attitude towards self motivation because if she/he does not has any desire or a proper attitude towards self motivation, she may fail to feel proud of his/her profession and may not be able to fulfill the requirements of his/her profession. For the success and professional satisfaction, a positive attitude is key and self motivation is the door that a teacher needs to open (BADEMCIOGLU, KARATAS, & Bulent, 2014). In addition, satisfaction towards job is a factor that enhances intrinsic motivation within teachers, it is satisfaction that arises the sense of accomplishment and generates motivation and self actualization (Kirimi, Gikunda, Obara, & Kibett, 2013).
When a teacher is motivated, he/she will use all capacities and potentials and utilize all energy towards specific goal accomplishment. There is a rapid change of circumstances in the world of education; a teacher is required to have a desire of high level self motivation and a positive attitude towards professionalism. Positive attitude and self motivation is seemed to be highly interlinked and requirement for teaching profession.
Self motivation combined with positive attitude and competence forms basis for the accomplishment of goals and profession development (Evers, Brouwers, & Tomic, 2002). As professional development is the need of time. Along with positive attitude, self motivation develops the desire to have professional development and as well as enhance creative and critical thinking that also motivate students to do best in different aspects of learning.
Positive attitude and self motivation influence the quality work done by teacher as well as student (Bhargava & Pathy, 2014). At every stage of life there is a continues behavioral change and development in the process of education and teachers are the part and active participants in this whole process that revolves around students. In all process teachers need to gain desirable results and outcomes from students which are closely linked with the motivational levels of a teacher. These motivation levels are depends upon different factors that leads towards low motivation and high motivation. If the teacher is low motivated it has negative impact on learning outcomes and achievement of goals on the other hand if a teacher is highly motivated it has drastic change in the achievement of desired goals and results (Ahmad, Arshad, Hassan, & Raza, 2014). Among so many different factors that effects motivation some are personal and social, other can be classroom environment, then comes students’ behavior and most important is rewards and incentives (Farid, 2011).