“FACTORS INFLUENCING TEACHER MOTIVATION IN GOVERNMENT SCHOOLS: EVIDENCE FROM DISTRICT GHOTKI, SINDH, PAKISTAN”

The motivation of teachers is a critical determinant of the quality of instruction and job performance especially in the state sector schools that are experiencing limitations in administration and resources. Using the Self-Determination Theory, this paper will analyze the motivators of teachers in the District Ghotki government schools in Sindh, Pakistan. A quantitative cross-sectional study was adopted and 336 teachers were chosen as the sample using a structured Likert scale questionnaire that included intrinsic and extrinsic motivation, work environment, leadership support, student related factors and professional development. The data analysis was performed with the help of the R software, with the use of reliability analysis, descriptive statistics, correlation, multiple regression, independent sample t-tests, and one-way ANOVA. The findings showed a high-internal consistency level than the constructs and moderate overall teacher motivation. The results of regression showed a significant positive relationship between motivational dimensions and overall motivation and intrinsic motivation was the highest predictor of motivation. There were no significant differences about gender and teaching experience. The research identifies the significance of implementing an integrated policy to better motivate teachers working in the public schools.