EXPLORING MOTIVATION OF TEACHERS AND STUDENTS OF PUBLIC SECTOR SCHOOLS: A QUALITATIVE STUDY FROM KARACHI, PAKISTAN

Abstract

This qualitative study explored public sector, middle school teachers’ perceptions and factors effecting motivation and examined the influence of classroom environment and practices on students’ motivation. Data were collected from classroom observations and individual semi structured interviews with teachers and from students of grades VI - VIII via focus group interviews. Findings derived from thematic analysis denoted that teachers were intrinsically demotivated due to lack of professional growth opportunities, low social status designated to their profession and lack of role in decision making. The teachers were extrinsically motivated because of salaries, job security and less working hours; however, data from class observations showed that despite being extrinsically motivated, teachers lacked spirit and motivation in classroom practices. Data from students’ focus group interviews revealed dissatisfaction with teachers’ pedagogical strategies and lack of encouragement. Recommendations based on findings include elevation of public school teachers’ status in society, teacher participation in decision making and professional development programs. Additionally, teachers should apply a variety of teaching strategies for student motivation and enhanced learning.