EMPOWERING EDUCATORS: THE ROLE OF MOTIVATION IN SHAPING FACULTY DEVELOPMENT PROGRAMS FOR PUBLIC TEACHERS AND COLLEGE INSTRUCTORS/PROFESSORS

Abstract

Motivating teachers in the academic setting is crucial for fostering effective teaching practices and enhancing student learning outcomes. Understanding the factors that drive teacher motivation holds significant implications for the development of faculty programs aimed at cultivating self-management and self-regulation among educators, particularly novice teachers. By delving into the motivational factors that influence teachers' performance, educational institutions can design targeted interventions to support professional growth and enhance teaching effectiveness.

This abstract emphasizes the pivotal role of teacher motivation in shaping the teaching-learning process and ultimately contributing to the cultivation of responsible and engaged citizens. By identifying and addressing key motivational factors, such as recognition, autonomy, and professional development opportunities, institutions can create a conducive environment that fosters teacher well-being and job satisfaction. Additionally, insights into teacher motivation can inform the design of tailored faculty programs that provide new teachers with the necessary support and resources to navigate the challenges of the teaching profession.