FACULTY’S PERCEPTION OF LEVEL OF TEACHER’S MOTIVATION

Motivation And Demotivation of Teachers

Abstract

Objective: To determine the demotivating factors influencing the teacher’s motivation at Army Medical College from the faculty’s perspective. To identify the possible solutions to the demotivating factors influencing the teacher’s motivation from the faculty’s perspective.
Study Design: Exploratory qualitative design.
Place and Duration of Study: Army Medical College on 30 Jan 2016.
Material and Methods: This study was conducted during the pre and post workshop sessions in order to explore the teacher’s motivation through faculty’s perspective at the Army Medical College. Purposive sampling was done and consisted of twenty teaching faculty members of undergraduate subjects and two qualified medical educationists.
Results: This study has observed alleged barriers and supports to involve in the enhancement of motivation. Teachers’ perceptions identified the financial, incentive/promotional, time management, acknowledgement/ appreciation, formal training, multiple jobs and intrinsic motivation with lack of empowerment as the major demotivators. The commonest remedial solutions were suggested such as financial rewards, appreciation from head of department (HOD) and Principal. Certificate (Medal) for dedicated services, good working environment and provision of assurance and support with involvement in decision making.
Conclusion: Perceived demotivators and solutions to engage in the improvement of teaching were identified as financial barriers, lack of time management and acknowledgement with no structured training of the faculty. Addressing these de motivators and reinforcing the solutions can lead to improvement in the faculty motivation.