Teachers' Motivation toward the Teaching Profession at the Secondary Education Level in the City of Rigdalin

Abstract

The present study aimed to investigate teachers’ motivation toward the teaching profession and to explore variations among secondary school teachers in Rigdalin. A sample of 150 male and female teachers was surveyed using a structured questionnaire.

The findings revealed that overall motivation toward teaching was relatively high, particularly in aspects related to social value, student development, and personal achievement. However, motivation was influenced by gender, years of experience, and specialization. Significant differences emerged between male and female teachers, with females reporting higher job satisfaction but also greater perceptions of discrimination, while males expressed more positivity regarding professional support and development opportunities. Differences were also evident across specializations, as science teachers showed stronger alignment with scientific strategies, whereas literature teachers were more comfortable with literary approaches. Years of experience did not yield substantial differences, except for a decline in enthusiasm over time among more experienced teachers. The study concludes that teachers’ motivation is not merely functional but embodies a mission-driven and human dimension, despite challenges linked to professional realities. Recommendations include enhancing administrative and psychological support, fostering fair promotion policies, encouraging innovation among experienced teachers, and promoting integration between scientific and literary specializations. Addressing these factors is expected to strengthen satisfaction and sustain motivation among teachers.