Teacher Motivation and Performance in Semi-Urban Schools

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DOI: https://doi.org/10.63345/ijre.v14.i11.5

Er. Siddharth

Bennett University

Greater Noida, Uttar Pradesh 201310

s24cseu0541@bennett.edu.in

Abstract

This study examines the relationship between teacher motivation and performance in semi-urban schools, exploring how intrinsic and extrinsic motivational factors influence instructional quality, classroom management, and student outcomes. A quantitative, descriptive-correlational design was employed, involving a purposive sample of 150 teachers from ten semi-urban government and private schools. Data were collected via a self-administered questionnaire comprising two subscales: motivation (intrinsic and extrinsic) and performance (self-assessment and supervisor evaluation). The instrument demonstrated strong reliability (Cronbach’s α = 0.87) and content validity confirmed through expert review. Descriptive statistics characterized participant demographics and mean scores. Pearson’s correlation and multiple regression analyses assessed relationships and predictive power.

Results revealed a significant positive correlation between overall motivation and performance (r = 0.62, p < 0.001), with intrinsic motivation emerging as the stronger predictor (β = 0.45, p < 0.001) compared to extrinsic motivation (β = 0.28, p < 0.01). No significant differences were found by gender or years of experience. Findings underscore the critical role of fostering autonomy, professional growth, and collegial support to enhance teacher performance in semi-urban contexts. Recommendations include targeted professional development, recognition programs, and improved working conditions. Limitations involve reliance on self-report measures and cross-sectional design. Future research should adopt longitudinal and mixed-method approaches to deepen understanding of motivational dynamics over time.

Keywords

Teacher motivation; Teacher performance; Semi-urban schools; Survey research; Educational outcomes

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