Аннотация:
Currently, the education system is undergoing reforms and changes which are
focused on the implementation of improved student-centered learning curriculum, and
students’ performance assessment systems. However, while considering the changes of the
education system in terms of learning programs, the work conditions of teachers seem to
remain the same. Therefore, while being burdened with additional pressure caused by a
continuum of change, the question rises what keeps teachers motivated. This study aimed
at exploring school culture, specifically teacher motivation in order to maintain their
interest in professional and organizational development. The study employed an
explanatory sequential mixed method design which involves both collecting quantitative
data and qualitative data. The qualitative interview-based approach was used to enhance
the quantitative data results in order to explore the research question in-depth and to reveal
the current motivational environment of teachers working in a southern Kazakhstan based
secondary school. To collect quantitative data purposive sampling was used to select
participants of different groups: teachers of different subjects and with more than three
years of teaching experience.
The findings of the study revealed that extrinsic factors were considered to have
more significance in affecting teachers’ motivation. However, intrinsic aspects of work
such as being able to help students succeed were also found one of the major reason that
help teachers keep motivated to work at school. It was also discovered that although some
teachers feel that being overloaded with additional duties, paperwork and meetings hinders
motivation, generally, most of the teachers were satisfied with the motivational
environment at research site and feel that it is sustained well. The study results may help
school administration and policy makers to become aware of factors, which affect teacher
motivation both negatively and positively, while undertaking educational reforms.