Relationship between Intrinsic Motivation and Students’Academic Achievement - A Secondary Level Evidence

Oct 15, 2026

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The study examined the relationship between teacher motivation and students’ academic achievement in secondary schools. A sample of 950 secondary school teachers (selected from 3168 in five Lahore Division districts, Punjab) provided data via a questionnaire, Motivational Orientation for Teaching Survey (MOT-SIII). Students’ achievement was based on two-year Grade 10 results from annual examinations by BISE Lahore. Mean, standard deviation, and Pearson r were used, revealing a strong correlation between teachers’ intrinsic motivation and students’ achievement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Introduction

Motivation and Its Definitions

Motivation as a Multifaceted Phenomenon

Relationship between Intrinsic Motivation and Students’Academic Achievement: A Secondary Level Evidence Shafqat Naeem Akhtar *, Muhammad Iqbal** and Ijaz Ahmed Tatlah** Abstract The study was aimed to find out relationship between teacher motivation and students’academic achievement at secondary school level. A sample of 950 secondary school teachers using population proportionate to sample technique was taken out of 3168 secondary schoolteachers teaching in high schools of five districts of Lahore Division in Punjab. Survey technique was used to collect data through a questionnaire Motivational Orientation for Teaching Survey (MOT-SIII) . The academic achievement of the students was measured by taking two year results of grade 10 students in the annual examinations conducted by Board of Intermediate and Secondary Education Lahore (BISE) . The collected data was analyzed by using mean; standard deviation and Pearson r. It was found that intrinsic motivation of teachers was having strong correlation with academic achievement of the students. It was recommended that in-service teacher training programs can serve as better source for the enhancement of intrinsic motivation level of teachers. Keywords: Motivation, intrinsic motivation, academic achievement, Secondary School Teacher (SST) * Ph.D. Scholar, University of Education Lahore. Email: [snamic1997@gmail.com](snamic1997@gmail.com) **Assistant Professor, University of Education, Lahore Introduction Excellence and quality of an education system directly relates to the performance of its teachers. Professional competencies, skills, teaching methodologies, hard work, devotion and zeal of teachers enhance the performance and leads towards desired excellence and quality of education. Though the professional components are of great importance yet the psychological aspects that make a teacher competent and confident at work place cannot be ignored. As in organizational psychology it is focused that not only the ability of a person but also the motivation plays very vital and effective role in improving the performance of an employee (Compbell, 1976) . Motivation is the driving force that directs the behavior of a human being in personal and professional contexts. In case of professional context, the employees who are motivated are found to be displaying higher integrity at workplace as well as increased output in comparison to the employees with low level of motivation (Gagne & Dcci, 2005; Kuvaas, 2006) . In academic intuitions, motivated workforce can be seen in the form of faculty and instructors who handle the responsibilities of knowledge acquisition among the students. Teachers play a pivotal role in facilitating the learning of students. The interaction between teacher and students, adoption of teaching practices, attitude towards the challenges encountered in the classroom are some of the key elements on which motivation level of a teacher can have strong influence (Reeves, 2004) . Researchers have argued that teachers who feel are motivated to perform their job-related responsibilities are able to depict better outcomes as reflected through their capability to maintain adequate level of motivation among the students (Ames, 1990) . Davidson (2007), in a study conducted in Tanzania, has asserted that lack of motivation among the instructors can have negative impact on the performance of students. Moreover, the lack of motivation can result in the adoption of a teacher centered learning style. This can inevitably result in the restricted learning and educational development of the students, which is likely to be reflected from their exam scores. Bishay (1996) has proclaimed that the impact of teacher motivation on the output displayed by students in exams and test can’t be ignored. The quality of teaching students receive in the context of classroom directs the process of their cognitive development, thus motivation of teachers and student achievement in sch

FAQs

What was the study’s main purpose?

To examine the relationship between teacher motivation and students’ academic achievement at the secondary school level.

How were teacher motivation data collected?

Through the questionnaire Motivational Orientation for Teaching Survey (MOT-SIII), administered to selected secondary school teachers.

How was students’ academic achievement measured?

Using Grade 10 annual examination results from the Board of Intermediate and Secondary Education Lahore (BISE) over two years.

Oct 15, 2026

Uploaded by Fans