TEACHER’S MOTIVATION IN COMMUNITY SCHOOL OF NEPAL
Date
2024
Authors
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Journal ISSN
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Publisher
Shanker Dev Campus
Abstract
This study explores the factors that influence teacher motivation in community schools in
Nepal, focusing on key variables such as school infrastructure, salary and benefits,
professional development, community support, and the work environment. The study
aimed to assess how these factors affect teacher motivation and to determine their relative
impact on teacher performance. A survey was conducted with 287 teachers from
community schools in Tokha Municipality, Nepal. Data were collected using a purposive
sampling method and analyzed through descriptive statistics and correlation analysis. The
findings indicate that teacher motivation is primarily influenced by professional
development and community support, both of which were found to have a significant
positive impact on teacher motivation. Teachers reported that opportunities for
professional growth and active involvement from parents and the local community were
the most crucial factors driving their motivation. School infrastructure, while also
important, had a positive but slightly less pronounced effect on motivation. Salary and
benefits, although important, were found to have a moderate impact on motivation,
suggesting that financial incentives alone are insufficient for long-term teacher
engagement. The work environment, including relationships with colleagues and school
administration, was the least influential factor in teacher motivation, though it still
contributed positively. In conclusion, this study underscores the importance of addressing
multiple factors that influence teacher motivation, with a particular emphasis on
professional development and community engagement. These findings have significant
implications for policymakers and school administrators aiming to enhance teacher
motivation and, consequently, educational outcomes in Nepal.