This ppt contains definition of teacher motivation, types of teacher motivation, issues related to teacher motivation, teacher absenteeism, working condition in both urban and rural areas and Maslow's Hierarchy of needs.

1. Issues Related to Teacher
Motivation, Working
Conditions both in Urban
and Rural Areas
Submitted to:
Dr. Kanak Sharma
Submitted By:
Jagrati Mehra (2020IMSBMT015)
Integrated M.Sc. B.Ed. I Sem
Department of Mathematics
Center University Of Rajasthan, Ajmer

2. Content
Definition of Teacher Motivation
Types of Teacher Motivation
Characteristic of a Motivated Teacher
Why Teacher Motivation is needed?
Issues related to Teacher Motivation
Teacher Absenteeism
What Administrators say about Teacher
Motivation?
Working Condition in Rural Area
Working Condition in Urban Area
Maslow’s Hierarchy of Needs
References

3. Definition Of Teacher Motivation
Motivation is defined as the process that initiates, guides and maintains
Goal-Oriented behavior.
According to Stephen P. Robbins “Motivation is the processes that account for
an individual’s intensity, direction and persistence of effort towards attaining
a goal.
Intensity – How hard a person tries
Direction – Towards beneficial Goal
Persistence – How long a person tries.
Teacher Motivation is Directly linked to the instruction desire to take part in
the pedagogical process and interest in sharing their knowledge with the
students.
“Teaching is very noble profession that shapes the character, caliber and
future of an individual, If the people remember me as a good teacher, that
will be biggest honor of me.”
– Dr. A.P.J. Abdul Kalam

4. Types of Teacher Motivation
Intrinsic
• Motivated by Internal Source
• Thinks about other’s benefits
• Loves the Teaching profession
• Enjoy Learning with children
• Better and more Powerful then
Extrinsic Motivation.
Extrinsic
• Motivated by External Source
• Thinks about salary
• Treat teaching as job only
• Influenced teacher
There are two types of Teacher Motivation –

5. Characteristic of Motivated Teacher
Motivated Teacher is Always –
 Happy with his job, Satisfied, Dedicated
 Love the profession
 Committed to bringing out their best in their
places to work
 Thinks about students future
 Compromise with working conditions but never
leave job

6. Why Teacher Motivation is Needed?
Reviewing process in the elementary sector on 21 February 2005, PM of India (Dr.
Manmohan Singh) said, “Only 47 out of 100 children enrolled in class I reach class
XII.”
According to, The Hindu, New Delhi Print Edition 2005,
“Lack of adequate facilities, large scale absenteeism of teachers and inadequate
supervision by local Authorities.”
• Every education system is only as good as the teachers who provide the hands-on
schooling.
• Motivation Influences teacher’s attitude and performance at work.
• Vital to improve overall education.
• Teacher attrition
• When a teacher is demotivated.
now, question is that why teachers are demotivated…???

7. Issues Related to Teacher Motivation
1. Status of teaching profession –
 Low paid profession and nowadays people judge everyone on income basis.
 Not only in India, younger generation considered teaching is the last option for
graduates who need work or do not perform well on national exams.
2. Inadequate career structure –
 Few further goals
 Limited future plans
 Few areas of advancement
 Limited career opportunities
3. Lack of Intellectual challenge and development –
 Don’t have freedom to decide or include variations in their subject content
 They have to follow the prescribed requirements and imposed content
 Tired of always teaching the same and of their routine classroom procedures
 Not allow to expand or incorporate new knowledge in the subject content

8. Issues Related to Teacher Motivation
4. Teaching Environment–
 Heavy workloads
 Large class size
 Noisy environment
5. Imbalance of high demand and less award–
 No rewards over the century
 The government had introduced a range of awards for
teachers in 1950
 But award had become highly politicized in the 15 years
and the situation has gone from bad to worse.
6. Pressure to promote student–
 Government interested only data that how much students
are graded up
 Avoid that what and how student is learning in classroom

9. Issues Related to Teacher Motivation
7. Massive teacher shortages at the primary
and secondary levels –
 According to UNESCO, 70% of countries face
acute shortages of teachers, rising to 90% at
secondary level.
 According to, India Today, New Delhi 14 July
2019 Edition, “India’s student-teacher ratio
lowest among compared countries, legs behind
Brazil and China.”
The 24:1 ratio of India is lower than 19:1
in brazil and china, 12:1 in Sweden, 16:1 in
Britain, 10:1 in Russia and 9:1 in Canada.

10. Issues Related to Teacher Motivation
8. Training, Seminars are limited for unlimited teachers
9. Multi-Grade Class Teaching and Double shifting
10. Less communication with administration
11. Behavioral problems of students
12. Less Job Security
13. Irregular payment
14. Delayed promotion
15. An other reason of demotivation–
“The primary schoolteacher is doing more difficult work than the middle or
secondary level school teacher, the primary teacher has to start from zero, whereas the
secondary teacher gets ‘ready students’, they just have to complete the course. It is
unfortunate that the primary teacher is called as III grade teacher. The definition by
itself is lowly. The allocation of power is faulty. The person who builds the foundation is
called “grade three”. This is an insulting way of grading a person. It creates
dissatisfaction and it cause of demotivation to.”
– A former teacher and NGO worker in Rajasthan, India

11. Teacher absenteeism
The government has collected data on teacher absenteeism but neither has
been complied nor made public for over two decades.
They agreed that teacher absenteeism is an issue but it is not possible to
accurate information.
They point out that there are four kinds of “absence” :
i. Officially present, but away on government duty – related to education and/or
tasks unconnected with education.
ii. Officially present, but not in the class or in school – typically teachers come in
morning, mark their attendance and leave on personal works.
iii. Teacher absents herself/himself without information – but routinely leaves an
application behind just in case a senior official visits the school. Researchers
confirm they have seen a bunch of leave letters without a date in the attendance
register.
iv. The school itself is unofficially shut due to local festival, extreme weather,
agricultural activity (Harvest, planting etc).
Some teachers comes in fifth dimension who comes to school and go to class
but do not teach. They are busy filling registers, reading newspapers, Knitting
or mending, conducting their business on mobile phones and so on.

12. What Administrators say about Teacher Motivation?
“Teacher relax when they get a job. They feel they have achieved their goal once
they get into government service. They do not want to work in rural areas – all
of them want an urban posting. They lack motivation and commitment to their
work.”
“Teachers are victims of the transfer and posting phenomenon. They have no
security of tenure and are constantly haunted by the fear of being transferred.
They have to acquire godfathers for protection. Once they develop these contacts
and linkages, then there is not need for them to do their job seriously!”
“There is no database of all teachers at the elementary level or the details on
their training. They are sent for training in ad-hoc manner. Some may attend
several training programs only to escape going to school while either may not
attend even one.”
“The biggest problem is that we have more than require teachers in urban
schools and a huge shortage in rural schools. Even if we have to ensure two
teachers in each rural school, a large number of teachers would have to be
shifted from urban to rural areas. This will lead to strikes and protests by the
teacher’s unions.”

13. Working Condition In Rural Area
1. School Infrastructure–
According to survey on 30 September 2004 in
India, it was observed that
 1359 schools don’t have a building out of 35,566
schools for elementary education.
 27% needed major or minor repairs.
 24.76% schools don’t have safe drinking water.
 46.47% schools don’t have a playground.
 82.52% of primary schools don’t have a boundary
wall.
 86.43% don’t have an electricity.
2. Less Resources –
Lack of
 proper classrooms
 Teaching equipment (blackboard, chalk, marker)
 Restrooms and office/cabin
 Labs, library, computers, Projectors
 Teaching material

14. Working Condition In Rural Area
3. Non-permanence of teacher–
 Most of the school in rural areas are run by the government so they appoint ad hoc
teachers instead of permanent ones.
 Promising career prospects is almost nil for non-permanent teachers.
 This leads to dissatisfaction eventually resulting that they move to permanent jobs.
4. Less promotion –
 Participation in in-service training is linked with career progression.
 This can be big challenge for teachers in rural area who live far from training centers or
do not have access to those resources.
5. Large class size –
According to Presentation of 2004 DISE data,
 NIEPA, About 13% of schools accounting for 6.62% of enrolled
children were single teacher schools.
 Almost 96% of single teacher schools were in rural areas.

15. Working Condition In Rural Area
6. Non-Teaching Duties –
 Election invigilation
 Mid day Meal
 Polio and vaccination campaigns
 Aadhar and Ration card verification
 Government surveys
 Population counting
 Examine, class preparation and grading homework
 Keeping class record or maintain register
NIEPA found that teacher spends only 19% of their time on teaching and teaching
related activities. Meanwhile the rest of their time is spend on non-teaching activities over
(42%) as well as school management and other education department related work (38%)
According to Draft of National Educational Policy, “…aside from the minimal
supreme court directives related to election duty and conducting surveys, teachers will not
be requested nor allowed to participate in any non-teaching activities during school hours
that affect their capacities as teachers.”
19
42
38
1
Teaching
Related activity
Non-Teaching
Activity
departmental
work
Personal Work

16. Working Condition In Rural Area
7. Late or blatantly Absent –
SDMCs comprising parents and members of local community have been entrusted
with responsibilities of overseeing teacher and their duties. But due to irresponsibility of
parents and local authorities teacher be late or blatantly absent.
In fact, parents don’t go in Parents Teacher Meeting.
8. Exemption from TET -
 TET refers Teacher Eligibility test.
 Only 20% aspirant clear the TET.
 But government exempt rest teachers from TET and appoint in Rural schools.
9. Student Irregularity –
 Rural districts in agriculture regions work with children of very low-income migrant
farm workers, whose frequent comings and goings pose challenges for teachers.
 In rural areas, Schools are not well connected with roads, So it results in late arrival or
School Bunks.
 In some cases, it is also seen students reaches schools by putting their lives in danger
by crossing bridges.
 So parents hesitate to send their kids to schools specially girl children.

17. Working Condition In Urban Area
1. Less Patience –
 It could be highly qualified teachers are equally likely start out at urban and sub-
urban schools.
 But that high quality urban teachers are more likely to change the school or leave the
job.
2. Politics and Pressure –
 An urban school teacher is always under pressure because of federal, state and local
policies, district administrators wants to see data.
 However, without the proper resources, urban school teachers continuously struggle to
provide the resources needed to make sustainable growth.
3. Stress & burnout –
 According to a survey, Students realized of de(motivation) of teachers.
 Every teacher is afraid of working in unfamiliar area.
 Every urban school teacher is tensed to be transferred in rural schools.
 Many teachers have accepted that they have been warned by higher or local
administrative to be transferred in rural and low graded school.

18. Working Condition In Urban Area
4. Social problems –
 Social Problems of students affect teacher’s teaching.
 Many times what happens outside of the school affects some things that happens inside
the school.
 Urban school teachers must recognize the effects of violence, drugs, homelessness,
joblessness of parents and mental health issues make teaching and learning more
difficult.

19. Working Condition In Urban Area
5. Coaching Institutes –
 Challenge for a teacher when a student learn one thing by two different teachers.
 In urban area, Coaching institute run fluently and tuition teacher earn more so either
teacher open coaching center by leaving school or take tuition parallelly.
6. Non-teach teachers –
 an urban teacher has to be very trained in every field.
 Computer labs and language lab is provided in urban schools then it is a big challenge
to non-tech teachers.
 In a survey found that most of in Urban schools non-tech teacher appoint as lab
assistant.
7. High Expectations of Parents –
 Directly blame teacher when child got less marks.
 An urban teacher has to deal with nerd students.
8. Concentrated schools –
 An urban school teacher is run in the race of competitions.
 Centre of attraction.
 Heavy workload.

20. Working Condition In Urban Area
9. Dealings with diversities –
In urban schools both students from villages as well as cities comes so it becomes
tough for teachers to create an environment of mutual understanding between those
kids.
10. Cultural challenges –
 It’s always tough to tie up urban kids with a cultural.
 In urban school despite of having students from various cultural background.
 It is not an easy task to manage these diversities on a common scale.
11. Distractions –
 Students are extra advanced in urban school so it becomes tough task for teachers to
handle them.
 Disrespecting teachers, teasing girls and undisciplined activities often take place, this
way academic environment harmed which is definitely not a good sign.
12. Contact with Parents –
 Most of parents are professional workers in urban areas.
 So it is rare to have proper Parents Teacher Meet.
 As a result teacher find difficulty to share the problems of students with their parents.

21. Would you encourage your child to become a teacher?

24. References
• www.wikipedia.com
• www.indiatoday.in
• www.reasearchgate.net
• Research papers –
 Teacher Motivation: Definition, Research development and implications for teachers –
Jiying Han & Hongbiao Yin
 Teacher Motivation In India – Vimala Ramachandran
 Factors Affecting Teacher Motivation in Language Teaching And Learning by Kedar
Prasad Sah
 Critical Issues in Urban Teacher Education by Kenneth R. Howey.
 The challenges of staffing Urban School with Effective Teachers – Brain A. Jacob
 The working Conditions of Teachers in Low and Middle Countries – David K. Evans,
Fei Yuan and World Bank
 Teachers’ Perceptions of their Working Conditions: How Predictive of Policy-Relevant
Outcomes? – Helen Ladd