Why do people g into teaching? What makes teaching an enjoyable life-long career for some, while others leave the profession? This paper will discuss those aspects of teaching that contribute to and detract from the appeal of a teaching career for both prospective and practicing teachers. This paper is based on a research that has explored the factors influencing the motivation, morale and job satisfaction experienced by teachers.

Generally motivation level of school educators determine their productivity. Challenges faced by educators in the teaching profession sometimes prohibit the successful implementation of educational programs. A study was conducted on 221 Distance Education Students to investigate their self motivation towards teaching as a profession. Data were collected via an open ended questionnaire to elicit their perceptions on reasons in favor or otherwise of the teaching profession. Data were analyzed qualitatively using the phenomenological approach. Findings indicate that teachers have several reasons in favoring the teaching profession such a s teaching being a noble profession, as an opportunity to contribute towards students’ advancement and development and to fulfill self interest and satisfaction. Another category that emerged from the findings is the perception of teaching as a challenging career.

On the other hand reasons for not favoring the teaching profession include low salary, lack of promotion opportunities, unsatisfactory leader behavior, variety of workload, student discipline problems, uncooperative collegeus and unconducive working environment. Some suggestions given by the respondents to improve self-motivation include understanding of personal traits, selection of good school leaders, review of educational system, salary scale and workload. Implications of the study are discussed to understand current status of teachers self-motivation in relation to individual well-being and self-actualization.

Research have shown that it is more difficult now for school to attract god teachers and also to retrain them in schools (Langdon 1990). The most frequently mentioned reason teachers give for the difficulty school have in getting and keeping good teachers is “low pay”. Other reasons given for schools having problems in getting good teachers are “geographic location” of the district, “working conditions” and “teacher shortage”.

The main reason teachers given for leaving is the same one they give for school not attracting good teachers that is “low pay”(35%). This is followed by working conditions (17%); lack of support from administrators, community, and parents (15%); weak or poor administration (9%); location (7%); work load (6%); better job opportunities (5%); lack of respect (3%); and burnout (2%).

The specific problems with working conditions that teachers mention most often is “poor student discipline”. These reasons are similar to those identified by another research group (National Association of state boards of Education, October 1998). The study cited “low salaries”, “poor students” discipline and being assigned to “teach subjects for which they are not prepared” as the top reasons why teachers quit.

MethodologySample 221 distance education

students, majoring in TESLAnalysis of data qualitatively using

phenomenological approach

A study was conducted to investigate their self motivation towards teachings as a profession. Data were collected via an open ended questionnaire to answer these research question.

Research question1. What are the factors that make teachers “like”

teaching career / profession2. Why teachers “do not like” teaching career /

profession3. What are the suggestion given by teachers to

improve their self motivation

6 theme emerged:Why teachers like teaching profession

Theme f Rank

Fulfill self interest & satisfaction 144 1

Contribute to students advancement 104 2

Noble profession 101 3

For self improvement / challenging career

52 4

Security 52 5

Ambition 38 6

Why teachers don’t like teaching profession

Reason f RankTeaching load 89 1

Low salary & lack of promotion opportunities

69 2

Student discipline problems 63 3

Unsatisfactory leader behavior 53 4

Pressure from various quarters 41 5

A. “Fulfill self interest & satisfaction”1. More holidays2. Working environment suitable to self need3. Shorter working hours4. More autonomy5. Satisfied if students pass their exams6. Respect from society7. Contribution for Dunia & Akhirat

B. Contribute to student’s advancement1. Ensure students get new knowledge, skills and

attitude2. To change student’s behaviour3. To teach weak students4. To educate students to face the world5. To produce knowledge generations.

C. Noble profession1. Respectable career2. Happy to be called as teacher3. Able to control negative behavior4. Responsible person5. Helping students to be good citizen

D. Contribute to student’s advancement1. Act as role model2. Improve communication skills and self confidence3. Help to improve and teach own children4. Opportunity to learn new knowledge through

reading etc.5. Opportunity to further study6. Challenge self ability7. To improve self discipline8. To improve self potential

1. Understanding of personal traits2. Selection of good school leaders3. Review of educational system4. Review salary scale5. Decrease workload/burden

Lord Puttnam (BBC News 2001) the Chairman of General Teaching Council for England (GTCE) concerns over teacher shortages.

They need take a long, hard look at why teachers leave and-stay-in the profession and then make the necessary improvements sustain a high quality teaching workforce.

The problems was not just teachers leaving the profession, but of people ‘down-shifting’ within teaching because of work pressure.

Many of these trained professionals do not leave teaching but opt for a job with less pressure or one that isn’t full time.

Many lady teachers in Malaysia opt for early retirement because can’t cope with heavy work load, burden with teaching subjects they are not prepared, students discipline etc