Effect of Selected Demographic Variables on Teacher Motivation in Secondary Schools of Lahore, Pakistan

Abstract

Teacher motivation has been directly linked with teachers’ job performance (Inayatullah, & Jehangi, 2012; Nyakongo, 2015), classroom effectiveness (Carson & Chase, 2009) and students’ academic outcomes (Guajardo, 2011). The study was intended to assess the level of teacher motivation as perceived by private secondary school teachers working in Lahore, Pakistan. It also examined the effect of selected demographics (gender, age, academic qualification, and professional experience) on teacher motivation. A questionnaire namely Work Extrinsic and Intrinsic Motivation Scale (WEIMS) was administered to more than 700 teachers in 24 private schools located in Lahore. A total of 530 teachers’ responses were gathered. Frequencies, percentages, mean, and standard deviations were calculated to assess the level of teacher motivation. Inferential Statistics (t-test, One-way ANOVA) were applied to analyze the statistically significant differences (if any) among teachers grouped on the basis of gender, age, academic qualification, and professional experience. The results indicated that the respondent teachers had higher intrinsic motivation than the extrinsic motivation while no significant differences were observed when teachers were compared based on gender, age, and academic qualifications. However, significant differences were identified among teachers with different span of professional experience. Teachers with the least experience were found to be highly motivated as compared to highly experienced teachers