FACTORS CONTRIBUTING TO THE DEMOTIVATION OF TEACHERS IN PUBLIC AND PRIVATE SECTOR UNIVERSITIES: A COMPREHENSIVE ANALYSIS (AN AUGMENTED REVIEW)

Abstract

This study intends to investigate the factors contributing to the demotivation of teachers in private and public sector universities in Pakistan. Motivating university teachers can play a key role in enhancing the educational quality and performance of students; however, the complex interaction of several factors negatively affects teachers’ enthusiasm in Pakistan, leading to demotivation, poor performance, or decreased job satisfaction. One of the significant factors causing demotivation is injustice financial incentives which do not reflect the qualifications/workload of educators. Bureaucratic hurdles, sectarianism or other social groups' divisions prejudices, lack of appreciation and recognition, harassment, cyberbullying, lack of micromanagement or transparency, inadequate funding, poor infrastructure, and lack of access to modern technology and teaching tools, can also have a profound negative impact leading to demotivation. Teachers who have access to professional development opportunities (i.e. learning/training programs, seminars, conferences, etc.) stay motivated, and hence, perform better. Universities having loyal leadership that nurtures open communication and offers clear guidelines contribute to enhanced teacher morale and motivation. Moreover, teachers with permanent employment conditions particularly in private institutions tend to have a good focus on long-term career goals and, therefore, deliver quality knowledge, whereas insecurity may lead to anxiety and decreased level of commitment. Using online research data and review surveys, this review article identifies key factors such as insufficient recognition, lack of professional development opportunities, high workload, sectarianism and/or social group divisions, limited administrative support, and insufficient compensation, etc. for demotivation of teachers in universities. Furthermore, recommendations are also provided for university policymakers and administrations to address these challenges to create a supportive environment that fosters motivation and engagement among university teachers.