NEED-BASED PERSPECTIVE STUDY OF TEACHERS’ WORK MOTIVATION AS EXAMINED FROM SELF-DETERMINATION THEORETICAL FRAMEWORK: AN EMPIRICAL INVESTIGATION

Abstract

Background: Self-determination theory (SDT) is a salient theoretical model for
understanding motivation, and posits that self-determined motivation (i.e., intrinsic
motivation) stems from the perceived fulfillment of three psychological needs: autonomy,
competence, and relatedness. Therefore, SDT provides a useful theoretical platform for studying the relevant psychological needs and personal, professional and environmental
features of teacher motivation.
Aim(s): The primary purpose of this study was to examine the motivational level of teachers
who are currently employed.
Method: The sample for the study was 50 teachers from 10 Government Senior Secondary
Schools located in Delhi. The study involves two independent variables: Self-determination
and Work motivation. Tools used for data collection were Motivational Scale and Interview
Schedule.
Results: The results indicated that teachers’ perceptions towards the three needs - autonomy,
competence, and relatedness are positively and strongly associated with self-determined
motivation. Furthermore, it revealed that various external factors at the work place and the
internal factors influence teachers' perceptions of autonomy, competence, or relatedness
which is the reason of having a varied level of work motivation among the teachers.
Conclusion: The findings support the tenets of SDT, and also provide evidences to show that
professional and environmental variables contribute to the motivation of teachers in different
forms. The study also revealed the reasons of the respective motivational level which can be
used to motivate teachers intrinsically for the welfare of the education system by using the
link between the internal motivation and external motivation.