The Relationship Between the Intrinsic Motivation of Special Education Teachers and Their Employment Period

Abstract

This correlation study aims were to prospect the relationship between intrinsic motivation and the employment period of special education teachers. The study identifies the causes of contracted motivation level and potential solutions to sustain it. The research population involved special education teachers. The research sample was 110 special education teachers was selected from different special education institutions of Punjab, through convenient random sampling and snowball sampling. A data collected through validated self-developed questionnaire. Descriptive and inferential statistics were employed for data analysis. The results from Pearson Correlation test, independent sample t-test and ANOVA showed weak and negative correlation, there was no significant difference in the intrinsic motivation of special education teachers based on their gender, institution type, age groups and qualification. It was recommended that school administration should create positive and supportive environment, access to resources, trainings, and balanced responsibilities to increase intrinsic motivation of special education teachers.

The Impacts of Cooperative Learning on Suburban Students’ Learning Motivation

“…High-motivation students consistently exhibit superior learning outcomes due to their high academic performance, enhanced learning quality, perseverance, and ongoing efforts, in contrast to their externally motivated counterparts (Mizuno et al, 2011). Moreover, intrinsic motivation, characterized by an inherent drive for learning, is closely associated with higher learning effectiveness (Rashid & Akram, 2019). Motivation is intrinsically linked to goal achievement, especially in the context of academic success (Jiang et al, 2018).…”