Factors Affecting Teacher Motivation in Nepal

Authors

  • Peshal Khanal Central Department of Education, Tribhuvan University
  • Prem Phyak Central Department of Education, Tribhuvan University

DOI:

https://doi.org/10.3126/amcj.v2i1.35784

Keywords:

teacher, motivation, professional development, school, Nepal

Abstract

The major aim of this paper is to report the finding of a study that aims at analyzing different factors influencing teacher motivation towards the teaching profession. To this goal, a mixed method approach was used and quantitative data were collected from 430 teachers, teaching at the Basic Level, from six districts using a set of questionnaires. Qualitative data were gathered from 48 teachers, six resources persons, six teacher trainers and three policy-makers. The major findings of the study show that multiple factors influence teacher motivation towards teaching profession, which are broadly categorized under four areas: individual, school related, socio cultural and political. Policy-related factors include salary and benefits, leave facility, promotion, training, pensions and freedom to trade union. Similarly, school-related factors for teacher motivation include school management, leadership, teaching load, professional development opportunities and feedback and reinforcement mechanism. Student-related factors contain class size, student composition, regularity, and discipline. Socio-cultural factors for teacher motivation include social recognition of teachers, political interference and teacher-parent cooperation. Finally, the issue of teacher performance and motivation should be tied up with the policies of teacher professional development.

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Author Biographies

Peshal Khanal, Central Department of Education, Tribhuvan University

Associate Professor 

Prem Phyak, Central Department of Education, Tribhuvan University

Associate Professor

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Published

2021-03-18

How to Cite

Khanal, P., & Phyak, P. (2021). Factors Affecting Teacher Motivation in Nepal. AMC Journal, 2(1), 25–40. https://doi.org/10.3126/amcj.v2i1.35784

Issue

Section

Articles