Prospective Teachers’ Motivation Towards Learning: A Panoramic Study

Abstract

Learning motivation is a vital aspect of education, driving individuals to acquire knowledge, develop skills, and achieve goals. It also benefits teachers by enhancing engagement, resilience, professional development, and positive role modeling. This study aimed to examine the learning motivation of prospective teachers by analyzing their intrinsic and extrinsic factors, considering factors like gender, location, and stream. A descriptive survey method has been employed to accomplish the above perspective. The study involved 225 prospective teachers from West Bengal, India, using a random sampling method. This data collection has been done through using a standardized learning motivation scale with two subscales, intrinsic and extrinsic motivation. The study found significant gender differences in motivation levels among prospective teachers, with female teachers showing higher intrinsic motivation and male teachers more influenced by extrinsic factors. Geographical location also impacted motivation, with urban teachers having higher motivation due to better resource access, while rural teachers reported lower motivation. Teachers from different academic streams showed diverse motivational patterns, suggesting the need for tailored motivational strategies. The study found that extrinsic factors like rewards and recognition are less effective in motivating prospective teachers than intrinsic motivation, driven by personal interest and satisfaction, suggesting that creating an atmosphere that enhances these factors may be more effective.