Teacher Motivation and Learner Motivation in Sustainable Education: A Review of Intrinsic and Extrinsic Factors in Nepal
DOI:
https://doi.org/10.59175/pijed.v5i2.923Keywords:
Extrinsic Motivation, Intrinsic Motivation, Sustainable Education, Teacher EducationAbstract
Teacher motivation is widely recognized as a key condition for quality instruction and sustainable education. This study examines the relationship between teacher motivation and learner motivation, focusing on intrinsic and extrinsic factors that influence classroom performance. The study is based on a review of literature and policy documents on teacher motivation in Nepal, complemented by qualitative analysis of existing empirical studies. Findings indicate that intrinsic factors such as self-realization, competence, recognition, and interpersonal relationships are stronger predictors of teacher performance than extrinsic factors such as salary and promotion. Motivated teachers are more likely to create engaging learning environments, sustain learner motivation, and support sustainable education goals. However, demotivating conditions including low pay, poor working conditions, limited professional development, and weak leadership continue to constrain teacher effectiveness in Nepal. The study argues that sustainable education requires systematic attention to both intrinsic and extrinsic motivation through supportive leadership, fair compensation, professional development, and recognition. The findings have implications for policymakers, school leaders, and teacher educators seeking to strengthen motivation for quality education.
References
Akuoko, K. O., Dwumah, P., & Baba, W. M. (2012). Teacher Motivation and Quality Education Delivery: a Study of Public Basic Schools in Tamale Metropolis in Ghana. International Journal of Social Science & Interdisciplinary Research, 1(12), 29–46.
Akyıldız, S. T., & Çelik, V. (2020). Thinking outside the box: Turkish EFL teachers’ perceptions of creativity. Thinking Skills and Creativity, 36(March). https://doi.org/10.1016/j.tsc.2020.100649
Ali, Z., I. A. Tatlah and M. Saeed. (2011). “Motivation and Students Behavior: A Tertiary Level Study.” International Journal of Psychology and Counseling, Vol. 3, No. 2, pp. 29-32.
Anchor, E. E., & Orji, A. C. (2009). Level of Students’ Motivation in Classroom Interactions in Integrated Science. Journal of Research in Curriculum and Teaching, 4(1), 294–303.
Aydin, S. (2012). Factors causing demotivation in EFL teaching process: A case study. Qualitative Report, 17(51), 1–13. https://doi.org/10.46743/2160-3715/2012.1696
Bahtilla, M., & Hui, X. (2021). The Impact of School Environment on Teachers’ Job Satisfaction in Secondary Schools. European Journal of Education Studies, 8(7). https://doi.org/10.46827/ejes.v8i7.3799
Betoret, F. D., & Artiga, A. G. (2010). Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout. Spanish Journal of Psychology, 13(2), 637–654. https://doi.org/10.1017/S1138741600002316
Börü, N. (2018). The factors affecting teacher-motivation. International Journal of Instruction, 11(4), 761–776. https://doi.org/10.12973/iji.2018.11448a
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative adn Mixed Methods Approaches. Sage Publications, Inc.
Dean, R. J. and L. Dagostino. (2007). “Motivational Factors affecting Advanced Literacy Learning of Community College Students.” Community College Journal of Research and Practice, Vol. 31, pp. 149-161.
Dickinson, A. and B. Balleine. (2002). “The Role of Learning in the Operation of Motivational Systems.” Stevens Handbook, pp. 497-534.
Dornye, Z., & Ushioda, E. (2011). Teaching and Researching Motivation. In Frontiers in Psychology (Second Edi). Pearson. https://doi.org/10.3389/fpsyg.2021.804304
Dornyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation. Longman.
Dörnyei, Z., & Ushioda, E. (2021). Motivation to learn a foreign/second language: a historical overview. In Teaching and Researching: Motivation. https://doi.org/10.4324/9781315833750-11
Fanselow, M. S. (2018). Emotion, motivation and function. Current Opinion in Behavioral Sciences, 19, 105–109. https://doi.org/10.1016/j.cobeha.2017.12.013
Fernet, C., Chanal, J., & Guay, F. (2017). What fuels the fire: Job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work and Stress, 31(2), 145–163. https://doi.org/10.1080/02678373.2017.1303758
Fisher, J. D., & Fisher, J. (2017). Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools.
Gaihre, G. P., Khanal, J., & Ghimire, S. (2022). Practices and Challenges of Teachers Motivation in Community Colleges of Nepal. Community College Journal of Research and Practice, 46(11), 778–795. https://doi.org/10.1080/10668926.2021.1902426
Glass, J. E. (2011). The influence of teacher motivation in the context of performance-based compensation. Seton Hall University.
Guo, W., & Zhou, W. (2021). Relationships Between Teacher Feedback and Student Motivation: A Comparison Between Male and Female Students. Frontiers in Psychology, 12, 679575. https://doi.org/10.3389/fpsyg.2021.679575
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1217819
Herzberg, F., Mausner, B., & Bloch Snyderman, B. (1959). Motivation to Work. John Wiley and Sons, Inc.
Ibrahim, A., & Al-Taneiji, S. (2019). Teacher satisfaction in Abu Dhabi public schools: What the numbers did not say. Issues in Educational Research, 29(1), 106–122.
Iliya, A., & Ifeoma, L. G. (2015). Assessment of Teacher Motivation Approaches in the Less Developed Countries. Journal of Education and Practice, 6(22), 10–18.
Islam, S., Haque, F., & Haque, A. (2014). Motivational Theories – A Critical Analysis. Psychology, 8(June), 62–68.
Khan, P. (2014). An Analysis of Motivational Factors for Teachers in Teaching Profession and Their Impact on Students‘ Performance. The Dialogue, ix(4), 374–385.
Lunenburg, F. C. (2011). Expectancy Theory of Motivation: Motivating by Altering Expectations. International Journal of Business Administration, 15(1), 1–6.
Mahajan, M. S. (2015). A Study on Motivational Factors for Employee Motivation in Organisation. International Journal of Sience, Technology & Management, 4(1), 8–19.
Malik, M. A. R., Choi, J. N., & Butt, A. N. (2019). Distinct effects of intrinsic motivation and extrinsic rewards on radical and incremental creativity: The moderating role of goal orientations. Journal of Organizational Behavior, 40, 1–14. https://doi.org/10.1002/job.2403
Maslow, A. H. (1943a). A Theory of Human Motivation. Nalanda Digital Library.
Maslow, A. H. (1943b). A Theory of Human Motivation. https://doi.org/10.4324/9781912282517
Maslow, A. H. (1943c). A Theory of Human Motivation. Nalanda Digital Library.
McLeod, S. (2025). Maslow‘s Hierarchy of Needs. Simply Psychology, March, 3–5. https://doi.org/10.5281/zenodo.15240897
Ministry of Education Science and Technology. (2019). National Education Policy. Government of Nepal.
MOES. (2003). Education for All 2004-2009. The Ministry of Education and Sports.
Nepal National Education Planning Commission. (1956). Education in Nepal (p. 259). The Bureau of Publications, College of Education.
Neupane, T. (2022). Teachers’ Job Satisfaction: A Study of Private Schools in Kanakai Municipality. Kanakai Journal, 2(1), 54–68. https://doi.org/10.3126/kj.v2i1.47111
Nuraysha, A. D., Winarno, N., Fadly, W., Hakim, L., & Emiliannur, E. (2024). Analyzing Student’s Motivation Towards Science Learning in Junior High School. Jurnal Penelitian Pendidikan IPA, 10(7), 4139–4148. https://doi.org/10.29303/jppipa.v10i7.7297
Ozturk, E. (2015). A Qualitative Study on the Motivation of Turkish EFL Teachers Working at State Universities. Journal of Theory and Practice in Education, 11(4), 1436–1453.
Pandey, S.R. (2012). Professional development of English teachers through reflective practice: An Unpublished PhD thesis, Kathmandu University, Dhulikhel, Nepal.
Pandey, S. R. (2024). Rummaging on a research method. Journal of NELTA Koshi (JoNK), 2(1), 100–110. https://doi.org/10.3126/jonk.v2i1.69661
Pandey, S. R., Subedi, A., & Acharya, A. (2025). Intrinsic and Extrinsic Factors of Students’ Motivation for Learning in Higher Education. Pragyaratna प्रज्ञारत्न, 7(1), 50–57. https://doi.org/10.3126/pragyaratna.v7i1.84754
Pandey, S. R., Acharya, A., & Subedi, A. (2025). Factors Affecting Students’ Motivation on Learning in Higher Education. KMC Research Journal, 9(1), 134–154. https://doi.org/10.3126/kmcrj.v9i1.88242
Quinn, T. and T. Eckerson. 2010. “Motivating Students to Read with Collaborative Reading Quizzes.” English Journal, Vol. 100, No. 1, pp. 89-91.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61(xxxx), 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sah, K. P. (2016). Factors Affecting Teacher Motivation in Language Teaching and Learning. Academics Voices, 6(1), 1–4.
School Sector Development Plan. (2016). School Sector Development Plan. Government of Nepal, Ministry of Education.
Selemani Meke, E. (2013). Teacher motivation and implementation of continuing professional development programmes in Malawi. Anthropologist, 15(1), 107–115. https://doi.org/10.1080/09720073.2013.11891297
Shishigu, A. (2015). Factors Affecting Teachers Motivation and Professionalism : The Case of Public Primary Schools in Addis Ababa , Ethiopia. 3(8).
Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251–1275. https://doi.org/10.1007/s11218-018-9464-8
Stirling, D. (2008). Teacher motivation. Indian Journal of Social Work, 69(1), 33–44. https://doi.org/10.4324/9781315659824-35
Sugino, T. (2010). Teacher demotivational factors in the Japanese language teaching context. Procedia - Social and Behavioral Sciences, 3(1), 216–226. https://doi.org/10.1016/j.sbspro.2010.07.036
Taylor, S. J., Bogdan, R., & DeVault, M. L. (2016). Introduction to Qualitative Researh Methods (4th ed.). John Wiley and Sons, Inc.
The Constitution of Nepal (2015).
Tripathi, A., Chaturvedi, K. R., & Tripathi, A. P. (2018). Assessing the influence of intrinsic motivation on academic performance: A study of management teachers. Pertanika Journal of Social Sciences and Humanities, 26(3), 1455–1470.
UNESCO. (2016). Education 2030: Incheon Declaration (Vol. 94, Issue 1).
United Nations Education Scientific and Cultural Organization. (2009). Overcoming matters governance inequality: why governance matters. OXFORD University Press.
Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2021). Peer social acceptance and academic achievement: A meta-analytic study. Journal of Educational Psychology, 113(1), 157.
Whiting, M. J., J. Liu and A. P. Rovai. (2008). “Distinguishing sense of Community and Motivational Characteristics between Online and Traditional Colleges Students.” The Quarterly Review of Distance Education, Vol. 9, No. 3, pp. 285-295.
Willis, J. (2007). Foundations of Qualitative Research. Sage Publications, Inc.
Yusoff, W. F. W., Kian, T. S., & Idris, M. T. M. (2013). Herzberg’S Two Factors Theory on Work Motivation: Does Its Work for Today’s Environment? Global Journal of Commerce Management Perspective, 2(5), 18–22.
Zhou, M., & Brown, D. (2015). Educational Learning Theories. Libre Texts.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Shiv Ram Pandey, Julie Simon Macariola, Atul Kumar, Prodhan Mahbub Ibna Seraj, Syeda Tehreem Fatima
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
