Abstract:
Teacher motivation is a key factor influencing the quality of teaching and learning in secondary schools. In Lesotho, concerns have been raised about declining teacher motivation, which may negatively affect learner performance and overall school effectiveness. This study investigated the intrinsic and extrinsic factors influencing teacher motivation in two secondary schools in Maseru, Lesotho, one located in a semi-urban area and the other in an urban setting. The study was guided by Self-Determination Theory (SDT) and Social Cognitive Theory (SCT), which explain motivation in terms of psychological needs and environmental influences. The study adopted an interpretivist paradigm and a qualitative multiple case study design. Data were collected through semi-structured interviews with two principals and two heads of department, as well as focus group discussions with fourteen teachers. Participants were selected through purposive sampling. Data were analysed using thematic analysis guided by Braun and Clarke’s framework. The findings revealed that teacher motivation is influenced by a combination of intrinsic, extrinsic, and social factors. Intrinsic motivation was mainly driven by passion for teaching, autonomy in lesson delivery, and a sense of competence based on learner achievement. Extrinsic factors such as recognition from school leadership, access to teaching resources, and professional development opportunities also played an important role in strengthening motivation. In addition, a supportive social environment, including collegial relationships, learner interaction, and leadership support, contributed to higher levels of motivation.
However, several challenges were identified, including heavy workloads, limited teaching resources, delayed salaries, and policy inconsistencies. These challenges
negatively affected teachers’ sense of autonomy, competence, and relatedness, thereby reducing motivation in some cases. Despite these challenges, leadership support mechanisms such as feedback, mentoring, and recognition were found to partially enhance motivation, although they were not consistently applied. The study concludes that teacher motivation in Maseru secondary schools is shaped by the interaction of personal, organisational, and environmental factors. It recommends that school leaders and education authorities strengthen teacher support systems by promoting autonomy, improving resource availability, recognising teacher efforts, managing workloads, and fostering a collaborative school culture. These measures are essential for improving teacher motivation, professional satisfaction, and learner outcomes.
