The exploration of the current motivational environment of teachers working in a southern Kazakhstan based school for gifted children

Abstract

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.