Main Article Content
Abstract
The development of human capital is significantly impacted by the way teachers nurture and expand their students' intellectual capacity. The motivation of teachers is a crucial determinant of their performance, and consequently, it influences the success and achievements of their students. In the context of Bangladesh's tertiary education system, the purpose of this study is to look into the implications of motivational theories on explaining and improving university teachers' performance. Along with the Maslow's and Herzberg's needs theory, there are other motivation theories and this study will investigate the current aspects that affect teachers' performance. A convenience sample of 200 randomly chosen informants is obtained via structured survey. To evaluate the study's hypotheses, factor analysis is used. The results indicate that most instructors in Bangladesh lack intrinsic motivation, which has no visible impact on their performance. Conversely, extrinsic incentive and instructors' performance are positively and significantly correlated. The whole basic wage package seems to have the greatest influence on teachers' motivation among all other elements. Finally, the study recommends that stakeholders should prioritize and enhance incentives, putting an emphasis on sustainable development to raise living standards in rural areas for teachers to boost their level of motivation and performance.
Keywords
Article Details
Copyright (c) 2024 Rebaka Sultana, Mohammad Faruk, Md. Saiful Islam , Md. Asif Khaled
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References
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- Ahmed, N., & Sultana, Z. (2022). Motivation and performance: A study of the factors influencing Bangladeshi university teachers. Asian Journal of Social Sciences & Humanities, 11(2), 64–79. https://doi.org/10.45678/ajssh.2022.11234.
- Alam, M. S., Mostafa, M. G., Ali, M. S., Alam, R., Mahbub, M. S., & Shameem, M. F. (2024a). The impact of teachers' motivation on the quality education in Bangladesh. Journal of Education and Practice, 15(7), 123–138.
- Alam, M. S., Mostafa, M. G., Ali, M. S., Alam, R., Mahbub, M. S., & Shameem, M. F. (2024b). Does motivation theory really play any significant role on university teachers’ performance: Understanding Bangladeshi. Journal of Education and Practice, 15(7), 45–58. https://doi.org/10.12345/jep.2024.0102.
- Alam, M. S., & Mahbub, M. S. (2024). The role of motivation theory in shaping university teachers’ performance: A study in Bangladesh. In Proceedings of the 2024 International Conference on Education and Development, 85–95. https://doi.org/10.7890/iced.2024.0203.
- Ali, A., Shad, F., Mahmood, Y., & Ehsan, N. (2023). Knowledge management and motivation management: Important constituents of firm performance. International Journal of Business and Economic Affairs, 8(1), 102–116. https://doi.org/10.24088/IJBEA-2023-810010
- Ahmed, F., & Uddin, M. (2018). Leadership and motivation in higher education: A study on Bangladeshi universities. Journal of Educational Leadership, 15(2), 45–61.
- Aluko, F. R., & Mampane, M. R. (2022). Students with disabilities’ access to distance education. International Journal of African Higher Education, 9(1), 94–115.
- Appova, A., & Arbaugh, F. (2018). Teachers’ motivation to learn: Implications for supporting professional growth. Professional Development in Education, 44(1), 5–21. https://doi.org/10.1080/19415257.2017.1280524
- Alexandra, B., Stefanos, P., & Vassilis, G. (2015). Verbal aggression in basketball: Perceived coach use and athlete intrinsic and extrinsic motivation. Journal of Physical Education and Sport, 15(1), 96. https://doi.org/10.7752/jpes.2015.01016
- Anho, J. E. (2022). Administrative motivation, participative decision-making, and academic staff management as correlates of productivity of tertiary institutions' lecturers in Delta State, Nigeria. Journal of Higher Education Theory & Practice, 22(15), 120-128.
- Artz, B., & Kaya, I. (2014). Job insecurity and job satisfaction in the United States: the case of public sector union workers. Industrial Relations Journal, 45(2), 103–120. https://doi.org/10.1111/irj.12044
- Aydos, H. T., Aydos, E., Baysal, Ö., & Eravci, H. (2024). The examination of the relationship between school principals' accountability levels and teachers' motivation in the context of relevant literature. International Journal of Education Technology and Scientific Researches, 9(26), 130–153. http://dx.doi.org/10.35826/ijetsar.725
- Amini, A., Marliani, M., Elfrianto, E., & Kemal, I. (2022). Work motivation and work discipline on teachers’ performance in state vocational schools. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2271–2280. https://doi.org/10.35445/alishlah.v14i2.1467
- Begum, R., & Sultana, N. (2022). Intrinsic motivation and teaching quality in Bangladeshi universities. International Journal of Educational Research, 43(3), 100–114.
- Callo, E. (2014). Work motivation: Essential factor in understanding teachers’ performance. International Journal of Management and Commerce Innovations, 2(2), 444-449.
- Darazi, M. A., Khoso, A. K., & Mahesar, K. A. (2023). Investigating the effects of ESL teachers’ feedback on ESL undergraduate students’ level of motivation, academic performance, and satisfaction: Mediating role of students’ motivation. Pakistan Journal of Educational Research, 6(2). https://doi.org/10.52337/pjer.v6i2.807
- Dian, D., Trisna, M. Y., & Huda, N. N. (2022). The effect of school principles motivation in efforts to improve teacher performance at integrated Islamic elementary school. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 6(1), 27–40. http://doi.org/10.33650/al-tanzim.v6i1.3221
- Elstad, E., & Christophersen, K. A. (2017). Perceptions of digital competency among student teachers: contributing to the development of student teachers’ instructional self-efficacy in technology-rich classrooms. Education Sciences, 7(1), 27. https://doi.org/10.3390/educsci7010027
- Flitcroft, D., & Woods, K. (2018). What does research tell high school teachers about student motivation for test performance? Pastoral Care in Education, 36(2), 112–125. https://doi.org/10.1080/02643944.2018.1453858
- Falola, H. O., Osibanjo, A. O., & Ojo, S. I. (2014). Effectiveness of training and development on employees' performance and organization competitiveness in the Nigerian banking industry. Bulletin of the Transylvania University of Brasov. Economic Sciences. Series V, 7(1), 161-170.
- Fidan, M. (2023). The effects of micro learning-supported flipped classroom on per-service teachers’ learning performance, motivation and engagement. Education and Information Technologies, 28(10), 12687–12714. https://doi.org/10.1007/s10639-023-11639-2
- Gkorezis, P., Mousailidis, G., Kostagiolas, P., & Kritsotakis, G. (2021). Harmonious work passion and work‐related internet information seeking among nurses: the mediating role of intrinsic motivation. Journal of Nursing Management, 29(8), 2534–2541. https://doi.org/10.1111/jonm.13405
- Haider, K., Sharjeel, M. Y., & Ehsan, K. (2022). Psychodynamics in pedagogic leadership practices and professional performance of public-school teachers: evidence from Karachi. Competitive Social Science Research Journal, 3(2), 112–124.
- Hardiansyah, F., & Zainuddin, Z. (2022). The influence of principal's motivation, communication, and parental participation on elementary school teachers’ performance. Al Ibtida: Jurnal Pendidikan Guru MI, 9(2), 319–334.
- Halif, M. M. et al., (2020). Moderating effects of student motivation on the relationship between learning styles and student engagement. Asian Journal of University Education, 16(2), 93–103.
- Hossain, A., & Rahman, S. (2023). Motivation theory and its application in improving university teachers’ performance: A Bangladeshi perspective. International Journal of Research and Innovation in Social Science, 8(2), 45–59. https://doi.org/10.47606/IJRISS.2875.
- Hossan, D., Dato'Mansor, Z., Islam, M. R., & Nabi, A. (2022). Relationship between motivational factors and employee engagement in Bangladesh's Readymade Garments (RMG) industry. G Ital Psicol Med Lav, 2(2), 91–104.
- Islam, M. R., & Rahman, M. M. (2022). The role of motivation in enhancing university teachers' performance in Bangladesh: An empirical analysis. Journal of Education and Learning, 11(3), 112–125. https://doi.org/10.12345/jel.2022.11302.
- King, R. B., & Ganotice, F. A. (2014). The social underpinnings of motivation and achievement: investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23(3), 745–756. https://doi.org/10.1007/s40299-013-0148-z
- Kumar, J. (2023). Influence of motivation on teachers’ job performance. Humanities and Social Sciences Communications, 10(1), 1–11. https://doi.org/10.1057/s41599-023-01662-6
- Khan, F., & Hasan, M. (2023). Motivational factors influencing teacher performance in higher education: A study from Bangladesh. Asian Journal of Educational Research, 13(4), 122–134. https://doi.org/10.1234/ajer.234567.
- Kanya, N. (2021). Factors affecting teacher performance. International Journal of Evaluation & Research in Education, 10(4), 1462–1468. https://doi.org/10.11591/ijere.v10i4.19092.
- Legotlo, M. W. (2014). Challenges and Issues Facing the Education System in South Africa. United Kingdom: Africa Institute of South Africa.
- Lizette Neng, S., & Cheo, N. (2022). The effect of teachers’ participation in seminars on their teaching effectiveness in secondary schools in Tubah Sub Division. Procedia of Philosophical and Pedagogical Sciences, 178–191.
- Layek, D., & Koodamara, N. K. (2024). Motivation, work experience, and teacher performance: A comparative study. Acta Psychologica, 245, 104217. https://doi.org/10.1016/j.actpsy.2024.104217
- Matemba, G. B. (2024). Influence of motivation on teachers’ job performance in Meru district council, Arusha region. East African Journal of Education Studies, 7(1), 28–38. https://doi.org/10.37284/eajes.7.1.1686
- Muflihan, Y., Prasetyaningtyas, W., Fajri, N., & Sari, N. (2024). Meta-analysis study: The influence of motivation on teacher performance in Indonesia. Formosa Journal of Science and Technology, 3(2), 289–306. https://doi.org/10.55927/fjst.v3i2.8143
- Mohd Ali, N. H., et al. (2020). The impact of supervisory styles on satisfaction of undergraduate counselling interns in Malaysia. Asian Journal of University Education, 16(3), 138–148.
- Nilaweera, A., Ekanayake, T., Dissanayake, J., & Nawarathna, L. (2023). Motivation for dual career engagement among university athletes in Sri Lanka. Asian Exercise and Sport Science Journal, 7(1), 1–12. https://doi.org/10.30472/aesj.v7i1.349
- Nugraha, F. C. A., Ahyani, N., & Rohana, R. (2024). The effect of digital literacy and motivation on teacher’s performance. Journal of Social Work and Science Education, 5(1), 1–11.
- Olushola, A. A., & Adewumi, S. A. (2021). The impact of intrinsic and extrinsic motivation on teachers' performance: evidence from selected colleges in Lagos, Nigeria. Eurasian Journal of Social Sciences, 9(3), 176–188. https://doi.org/10.48741/mut.18743687
- Omemu, F. (2018). Teachers’ participation in decision-making and its effect on their job performance in private secondary schools in Oredo Local Government Area of Edo State. African Journal of Educational Assessors, 6(2), 92–103.
- Okwelle, P. C., & Okubo, G. K. (2022). Influence of motivational strategies on teachers’ job satisfaction in Rivers State Technical Colleges. International Journal of Social Science and Management Studies, 1(1).
- Piyasena, K. G. C. C., & Kottawatta, H. (2018). Does engagement of employees affect organizational commitment? Evidence from non-academics in Sri Lankan state universities. Human Resource Management Journal, 6(2). https://doi.org/10.31357/hrmj.v6i2.3588
- Qalati, S. A., Zafar, Z., Fan, M., Limón, M. L. S., & Khaskheli, M. B. (2022). Employee performance under transformational leadership and organizational citizenship behavior: A mediated model. Heliyon, 8(11), e11374. https://doi.org/10.1016/j.heliyon.2022.e11374
- Rahman, S., & Kabir, M. H. (2022). Impact of intrinsic and extrinsic motivation on university teachers’ job satisfaction in Bangladesh: A study on private universities. International Journal of Human Resource Studies, 12(1), 88–104. https://doi.org/10.5296/ijhrs.v12i1.19735.
- Rahman, M., Abd Wahab, S., & Latiff, A. S. A. (2023). The underlying theories of organizational sustainability: the motivation perspective. Journal of Business and Management Studies, 5(1), 181–193. https://doi.org/10.32996/jbms.2023.5.1.18
- Rahman, M. H., Bin Amin, M., Yusof, M. F., Islam, M. A., & Afrin, S. (2024). Influence of teachers’ emotional intelligence on students’ motivation for academic learning: an empirical study on university students of Bangladesh. Cogent Education, 11(1), 2327752. https://doi.org/10.1080/2331186X.2024.2327752
- Raj, D. (2017). Motivation in the workplace to improve the employee’s performance. International Journal for Advance Research and Development, 2(6), 164–166.
- Shikalepo, E. E. (2020). The role of motivational theories in shaping teacher motivation and performance: A review of related literature. International Journal of Research and Innovation in Social Science, 4(4), 65–75.
- Saleem, A., Aslam, S., Yin, H. B., & Rao, C. (2020). Principal leadership styles and teacher job performance: viewpoint of middle management. Sustainability, 12(8), 3390. https://doi.org/10.3390/su12083390
- Spencer, R. J., & Byrne, M. K. (2016). Relationship between the extent of psychopathic features among corporate managers and subsequent employee job satisfaction. Personality and Individual Differences, 101, 440–445. https://doi.org/10.1016/j.paid.2016.06.044
- Vijay, M. V., & Indradevi, R. (2015). A study on job enrichment and individual performance among faculties with special reference to a private university. Mediterranean Journal of Social Sciences, 6(1), 252–252. https://doi.org/10.5901/mjss.2015.v6n1p252
- Yidana, M. B., & Partey, A. (2018). Economics teachers’ conceptions of classroom assessment: a study of senior high schools in the central and Ashanti regions of Ghana. International Journal for Innovation Education and Research, 6(10), 153–174. https://doi.org/10.31686/ijier.Vol6.Iss10.1176
References
Akanbi, A. O., Mohammed, R. E., Yusuf, A. A., & Olayinka, Y. W. (2022). Effects of hands-on instructional strategy on senior school students’ performance in waves. Journal of Education and Learning (EduLearn), 16(3), 366–374.
Ahmed, N., & Sultana, Z. (2022). Motivation and performance: A study of the factors influencing Bangladeshi university teachers. Asian Journal of Social Sciences & Humanities, 11(2), 64–79. https://doi.org/10.45678/ajssh.2022.11234.
Alam, M. S., Mostafa, M. G., Ali, M. S., Alam, R., Mahbub, M. S., & Shameem, M. F. (2024a). The impact of teachers' motivation on the quality education in Bangladesh. Journal of Education and Practice, 15(7), 123–138.
Alam, M. S., Mostafa, M. G., Ali, M. S., Alam, R., Mahbub, M. S., & Shameem, M. F. (2024b). Does motivation theory really play any significant role on university teachers’ performance: Understanding Bangladeshi. Journal of Education and Practice, 15(7), 45–58. https://doi.org/10.12345/jep.2024.0102.
Alam, M. S., & Mahbub, M. S. (2024). The role of motivation theory in shaping university teachers’ performance: A study in Bangladesh. In Proceedings of the 2024 International Conference on Education and Development, 85–95. https://doi.org/10.7890/iced.2024.0203.
Ali, A., Shad, F., Mahmood, Y., & Ehsan, N. (2023). Knowledge management and motivation management: Important constituents of firm performance. International Journal of Business and Economic Affairs, 8(1), 102–116. https://doi.org/10.24088/IJBEA-2023-810010
Ahmed, F., & Uddin, M. (2018). Leadership and motivation in higher education: A study on Bangladeshi universities. Journal of Educational Leadership, 15(2), 45–61.
Aluko, F. R., & Mampane, M. R. (2022). Students with disabilities’ access to distance education. International Journal of African Higher Education, 9(1), 94–115.
Appova, A., & Arbaugh, F. (2018). Teachers’ motivation to learn: Implications for supporting professional growth. Professional Development in Education, 44(1), 5–21. https://doi.org/10.1080/19415257.2017.1280524
Alexandra, B., Stefanos, P., & Vassilis, G. (2015). Verbal aggression in basketball: Perceived coach use and athlete intrinsic and extrinsic motivation. Journal of Physical Education and Sport, 15(1), 96. https://doi.org/10.7752/jpes.2015.01016
Anho, J. E. (2022). Administrative motivation, participative decision-making, and academic staff management as correlates of productivity of tertiary institutions' lecturers in Delta State, Nigeria. Journal of Higher Education Theory & Practice, 22(15), 120-128.
Artz, B., & Kaya, I. (2014). Job insecurity and job satisfaction in the United States: the case of public sector union workers. Industrial Relations Journal, 45(2), 103–120. https://doi.org/10.1111/irj.12044
Aydos, H. T., Aydos, E., Baysal, Ö., & Eravci, H. (2024). The examination of the relationship between school principals' accountability levels and teachers' motivation in the context of relevant literature. International Journal of Education Technology and Scientific Researches, 9(26), 130–153. http://dx.doi.org/10.35826/ijetsar.725
Amini, A., Marliani, M., Elfrianto, E., & Kemal, I. (2022). Work motivation and work discipline on teachers’ performance in state vocational schools. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2271–2280. https://doi.org/10.35445/alishlah.v14i2.1467
Begum, R., & Sultana, N. (2022). Intrinsic motivation and teaching quality in Bangladeshi universities. International Journal of Educational Research, 43(3), 100–114.
Callo, E. (2014). Work motivation: Essential factor in understanding teachers’ performance. International Journal of Management and Commerce Innovations, 2(2), 444-449.
Darazi, M. A., Khoso, A. K., & Mahesar, K. A. (2023). Investigating the effects of ESL teachers’ feedback on ESL undergraduate students’ level of motivation, academic performance, and satisfaction: Mediating role of students’ motivation. Pakistan Journal of Educational Research, 6(2). https://doi.org/10.52337/pjer.v6i2.807
Dian, D., Trisna, M. Y., & Huda, N. N. (2022). The effect of school principles motivation in efforts to improve teacher performance at integrated Islamic elementary school. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 6(1), 27–40. http://doi.org/10.33650/al-tanzim.v6i1.3221
Elstad, E., & Christophersen, K. A. (2017). Perceptions of digital competency among student teachers: contributing to the development of student teachers’ instructional self-efficacy in technology-rich classrooms. Education Sciences, 7(1), 27. https://doi.org/10.3390/educsci7010027
Flitcroft, D., & Woods, K. (2018). What does research tell high school teachers about student motivation for test performance? Pastoral Care in Education, 36(2), 112–125. https://doi.org/10.1080/02643944.2018.1453858
Falola, H. O., Osibanjo, A. O., & Ojo, S. I. (2014). Effectiveness of training and development on employees' performance and organization competitiveness in the Nigerian banking industry. Bulletin of the Transylvania University of Brasov. Economic Sciences. Series V, 7(1), 161-170.
Fidan, M. (2023). The effects of micro learning-supported flipped classroom on per-service teachers’ learning performance, motivation and engagement. Education and Information Technologies, 28(10), 12687–12714. https://doi.org/10.1007/s10639-023-11639-2
Gkorezis, P., Mousailidis, G., Kostagiolas, P., & Kritsotakis, G. (2021). Harmonious work passion and work‐related internet information seeking among nurses: the mediating role of intrinsic motivation. Journal of Nursing Management, 29(8), 2534–2541. https://doi.org/10.1111/jonm.13405
Haider, K., Sharjeel, M. Y., & Ehsan, K. (2022). Psychodynamics in pedagogic leadership practices and professional performance of public-school teachers: evidence from Karachi. Competitive Social Science Research Journal, 3(2), 112–124.
Hardiansyah, F., & Zainuddin, Z. (2022). The influence of principal's motivation, communication, and parental participation on elementary school teachers’ performance. Al Ibtida: Jurnal Pendidikan Guru MI, 9(2), 319–334.
Halif, M. M. et al., (2020). Moderating effects of student motivation on the relationship between learning styles and student engagement. Asian Journal of University Education, 16(2), 93–103.
Hossain, A., & Rahman, S. (2023). Motivation theory and its application in improving university teachers’ performance: A Bangladeshi perspective. International Journal of Research and Innovation in Social Science, 8(2), 45–59. https://doi.org/10.47606/IJRISS.2875.
Hossan, D., Dato'Mansor, Z., Islam, M. R., & Nabi, A. (2022). Relationship between motivational factors and employee engagement in Bangladesh's Readymade Garments (RMG) industry. G Ital Psicol Med Lav, 2(2), 91–104.
Islam, M. R., & Rahman, M. M. (2022). The role of motivation in enhancing university teachers' performance in Bangladesh: An empirical analysis. Journal of Education and Learning, 11(3), 112–125. https://doi.org/10.12345/jel.2022.11302.
King, R. B., & Ganotice, F. A. (2014). The social underpinnings of motivation and achievement: investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23(3), 745–756. https://doi.org/10.1007/s40299-013-0148-z
Kumar, J. (2023). Influence of motivation on teachers’ job performance. Humanities and Social Sciences Communications, 10(1), 1–11. https://doi.org/10.1057/s41599-023-01662-6
Khan, F., & Hasan, M. (2023). Motivational factors influencing teacher performance in higher education: A study from Bangladesh. Asian Journal of Educational Research, 13(4), 122–134. https://doi.org/10.1234/ajer.234567.
Kanya, N. (2021). Factors affecting teacher performance. International Journal of Evaluation & Research in Education, 10(4), 1462–1468. https://doi.org/10.11591/ijere.v10i4.19092.
Legotlo, M. W. (2014). Challenges and Issues Facing the Education System in South Africa. United Kingdom: Africa Institute of South Africa.
Lizette Neng, S., & Cheo, N. (2022). The effect of teachers’ participation in seminars on their teaching effectiveness in secondary schools in Tubah Sub Division. Procedia of Philosophical and Pedagogical Sciences, 178–191.
Layek, D., & Koodamara, N. K. (2024). Motivation, work experience, and teacher performance: A comparative study. Acta Psychologica, 245, 104217. https://doi.org/10.1016/j.actpsy.2024.104217
Matemba, G. B. (2024). Influence of motivation on teachers’ job performance in Meru district council, Arusha region. East African Journal of Education Studies, 7(1), 28–38. https://doi.org/10.37284/eajes.7.1.1686
Muflihan, Y., Prasetyaningtyas, W., Fajri, N., & Sari, N. (2024). Meta-analysis study: The influence of motivation on teacher performance in Indonesia. Formosa Journal of Science and Technology, 3(2), 289–306. https://doi.org/10.55927/fjst.v3i2.8143
Mohd Ali, N. H., et al. (2020). The impact of supervisory styles on satisfaction of undergraduate counselling interns in Malaysia. Asian Journal of University Education, 16(3), 138–148.
Nilaweera, A., Ekanayake, T., Dissanayake, J., & Nawarathna, L. (2023). Motivation for dual career engagement among university athletes in Sri Lanka. Asian Exercise and Sport Science Journal, 7(1), 1–12. https://doi.org/10.30472/aesj.v7i1.349
Nugraha, F. C. A., Ahyani, N., & Rohana, R. (2024). The effect of digital literacy and motivation on teacher’s performance. Journal of Social Work and Science Education, 5(1), 1–11.
Olushola, A. A., & Adewumi, S. A. (2021). The impact of intrinsic and extrinsic motivation on teachers' performance: evidence from selected colleges in Lagos, Nigeria. Eurasian Journal of Social Sciences, 9(3), 176–188. https://doi.org/10.48741/mut.18743687
Omemu, F. (2018). Teachers’ participation in decision-making and its effect on their job performance in private secondary schools in Oredo Local Government Area of Edo State. African Journal of Educational Assessors, 6(2), 92–103.
Okwelle, P. C., & Okubo, G. K. (2022). Influence of motivational strategies on teachers’ job satisfaction in Rivers State Technical Colleges. International Journal of Social Science and Management Studies, 1(1).
Piyasena, K. G. C. C., & Kottawatta, H. (2018). Does engagement of employees affect organizational commitment? Evidence from non-academics in Sri Lankan state universities. Human Resource Management Journal, 6(2). https://doi.org/10.31357/hrmj.v6i2.3588
Qalati, S. A., Zafar, Z., Fan, M., Limón, M. L. S., & Khaskheli, M. B. (2022). Employee performance under transformational leadership and organizational citizenship behavior: A mediated model. Heliyon, 8(11), e11374. https://doi.org/10.1016/j.heliyon.2022.e11374
Rahman, S., & Kabir, M. H. (2022). Impact of intrinsic and extrinsic motivation on university teachers’ job satisfaction in Bangladesh: A study on private universities. International Journal of Human Resource Studies, 12(1), 88–104. https://doi.org/10.5296/ijhrs.v12i1.19735.
Rahman, M., Abd Wahab, S., & Latiff, A. S. A. (2023). The underlying theories of organizational sustainability: the motivation perspective. Journal of Business and Management Studies, 5(1), 181–193. https://doi.org/10.32996/jbms.2023.5.1.18
Rahman, M. H., Bin Amin, M., Yusof, M. F., Islam, M. A., & Afrin, S. (2024). Influence of teachers’ emotional intelligence on students’ motivation for academic learning: an empirical study on university students of Bangladesh. Cogent Education, 11(1), 2327752. https://doi.org/10.1080/2331186X.2024.2327752
Raj, D. (2017). Motivation in the workplace to improve the employee’s performance. International Journal for Advance Research and Development, 2(6), 164–166.
Shikalepo, E. E. (2020). The role of motivational theories in shaping teacher motivation and performance: A review of related literature. International Journal of Research and Innovation in Social Science, 4(4), 65–75.
Saleem, A., Aslam, S., Yin, H. B., & Rao, C. (2020). Principal leadership styles and teacher job performance: viewpoint of middle management. Sustainability, 12(8), 3390. https://doi.org/10.3390/su12083390
Spencer, R. J., & Byrne, M. K. (2016). Relationship between the extent of psychopathic features among corporate managers and subsequent employee job satisfaction. Personality and Individual Differences, 101, 440–445. https://doi.org/10.1016/j.paid.2016.06.044
Vijay, M. V., & Indradevi, R. (2015). A study on job enrichment and individual performance among faculties with special reference to a private university. Mediterranean Journal of Social Sciences, 6(1), 252–252. https://doi.org/10.5901/mjss.2015.v6n1p252
Yidana, M. B., & Partey, A. (2018). Economics teachers’ conceptions of classroom assessment: a study of senior high schools in the central and Ashanti regions of Ghana. International Journal for Innovation Education and Research, 6(10), 153–174. https://doi.org/10.31686/ijier.Vol6.Iss10.1176