Authors : Viragee Uthpala Athukorala

Volume/Issue : Volume 9 - 2024, Issue 9 - September

Google Scholar : https://tinyurl.com/32ppwyud

Scribd : https://tinyurl.com/mt5dj2ax

DOI : https://doi.org/10.38124/ijisrt/IJISRT24SEP1069

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The motivation and demotivation of English Language Teaching (ELT) instructors must be addressed in order to guarantee the continued efficacy of university language instruction. ELT lecturers in Sri Lanka have unique challenges due to economic, social, and professional difficulties. The study looks into the primary causes of motivation and demotivation that affect ELT instructors at Sri Lankan universities, using data from surveys and lecturer interviews. The findings indicate that while extrinsic factors like a love of teaching, possibilities for professional growth, and institutional support are significant motivators to take into account, extrinsic factors like workload, lack of recognition, and limited resources contribute to demotivation. Additionally, suggestions for increasing lecturer motivation are discussed. The findings show that two intrinsic factors— the potential for professional advancement and a genuine love of teaching—have a significant influence on lecturer motivation. Instructors who were personally gratified by their students' successes and who had access to professional development opportunities indicated higher levels of job satisfaction. However, it was discovered that outside factors were the primary demotivators. These included excessive workloads, a lack of resources for education, job insecurity, and a lack of recognition for the work that teachers put in. More specifically, professors with shorter contracts experienced high levels of stress related to job insecurity, which negatively impacted their motivation and overall job satisfaction. The results imply that improving lecturer motivation requires strong institutional support. The identified demotivating influences may be lessened by putting into practice adjustments like increasing the number of permanent employment available, cutting back on excessive workloads, and spending more money on quality instructional tools. Moreover, promoting professional development opportunities and praising exceptional teaching can also increase motivation. In general, the study emphasizes how critical it is to address both extrinsic and intrinsic variables in order to improve the caliber of ELT in Sri Lankan colleges.

Keywords : Motivation, Higher Education, Sri Lankan Universities, ELT Lecturers, Teacher Satisfaction.

References :

1. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128.
2. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
3. Dnham, S., & Scott, C. (1998). A three-domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36(4), 362-378.
4. Dörnyei, Z. (2001). Teaching and researching motivation. Longman.
5. Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
6. Herzberg, F. (1959). The motivation to work. John Wiley & Sons.
7. Ingersoll, R. M. (2003). Is there really a teacher shortage? Educational Policy Analysis Archives, 11(12), 1-23.
8. Kassabgy, O., Boraie, D., & Schmidt, R. (2001). Values, rewards, and job satisfaction in ESL/EFL. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 213-237). University of Hawaii Press.
9. Kyriacou, C., & Sutcliffe, J. (1979). Teacher stress and satisfaction. Educational Research, 21(2), 89-96.
10. Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 37-53.
11. Perera, L. (2017). Challenges facing ELT lecturers in Sri Lankan universities. Sri Lankan Journal of English Teaching, 15(1), 45-58.
12. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
13. Wijesekera, H. (2012). English language teaching in Sri Lanka: Trends and challenges. Journal of Language Teaching and Research, 3(1), 33-45.
14. Wijesinghe, M. (2010). Addressing ELT issues in Sri Lankan universities: A case research. University Teaching and Learning Journal, 8(2), 66-79.