Analyzing Factors of Motivation of Students and Teachers of Government High Schools: A Qualitative Study from District Peshawar, Pakistan

Abstract

Government high school education can be deemed one of the most vital aspects when it comes to building students career. However, teachers play an essential role in building students futures. This article is qualitative in nature and focused to analyze Government high school teachers’ perception, the factors which effecting motivation and explored the influence of classroom environment and practices on students’ motivation through classroom observations, semi-structured interviews with teachers, and focus group interviews with students of grades VI-X. While teachers identified professional development possibilities, status in society, and decision-making authority as major intrinsic motivators, they also felt extrinsically motivated by salary, job security, and flexible working hours. However, classroom observations revealed a gap between teachers' goals and their actual practices, while students reported unhappiness with instructional tactics and a lack of support. Our findings show the need of raising teachers' prestige, involving them in decision-making, and providing professional development opportunities. By implementing a variety of teaching strategies and creating a supportive learning environment, we may boost teacher motivation and student engagement, resulting in better educational outcomes.