1. Improving the Teaching Profession through Understanding Educators’ Self-Motivation by Assoc. Prof. Dr Zaidatol Akmaliah Assoc. Prof. Dr. Habibah Elias Faculty of Educational Studies University Putra Malaysia

2. Introduction 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.

3. 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.

4. 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.

5. 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”.

6. 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%).

7. Working conditions 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.

8. Methodology Sample 221 distance education students, majoring in TESL Analysis 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 question 1.What are the factors that make teachers “like” teaching career / profession 2.Why teachers “do not like” teaching career / profession 3.What are the suggestion given by teachers to improve their self motivation

9. Findings 6 theme emerged: Why teachers like teaching profession ThemefRank Fulfill self interest & satisfaction1441 Contribute to students advancement1042 Noble profession1013 For self improvement / challenging career 524 Security525 Ambition386

10. Why teachers don’t like teaching profession ReasonfRank Teaching load891 Low salary & lack of promotion opportunities 692 Student discipline problems633 Unsatisfactory leader behavior534 Pressure from various quarters415

11. Examples of reasons for A.“Fulfill self interest & satisfaction” 1.More holidays 2.Working environment suitable to self need 3.Shorter working hours 4.More autonomy 5.Satisfied if students pass their exams 6.Respect from society 7.Contribution for Dunia & Akhirat B.Contribute to student’s advancement 1.Ensure students get new knowledge, skills and attitude 2.To change student’s behaviour 3.To teach weak students 4.To educate students to face the world 5.To produce knowledge generations.

12. C.Noble profession 1.Respectable career 2.Happy to be called as teacher 3.Able to control negative behavior 4.Responsible person 5.Helping students to be good citizen D.Contribute to student’s advancement 1.Act as role model 2.Improve communication skills and self confidence 3.Help to improve and teach own children 4.Opportunity to learn new knowledge through reading etc. 5.Opportunity to further study 6.Challenge self ability 7.To improve self discipline 8.To improve self potential

13. Suggestion to improve self-motivation of teachers 1.Understanding of personal traits 2.Selection of good school leaders 3.Review of educational system 4.Review salary scale 5.Decrease workload/burden

14. Discussion & conclusion 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