Relationship between Motivational Needs and Professional Commitment among School Teachers

Abstract

In recent years, concerns about teachers’ professional commitment have drawn increasing attention in the educational context of Punjab, Pakistan. This research has analyzed the relationship between motivational needs and professional commitment. A quantitative correlational design was used, and data were collected from 200 teachers in two districts, Lahore and Mandi Bahauddin. Motivational dimensions of need for achievement and need for affiliation were used to determine motivational needs whereas the professional commitment was measured using affective and continuance commitment. The results indicated that there is a moderate positive relationship between the motivational needs of teachers and professional commitment. Teachers who had greater motivation drives had higher chances of being more committed to their profession. Finally, motivation needs play a great role in increasing the levels of professional commitment and involvement of teachers in the school system. It is suggested that the educational leaders and policy makers should come up with the enabling measures that may include recognition programs, professional growth opportunities and incentive programs to enhance the needs of teachers in achievement and affiliation. The future study can also elaborate on other motivational aspects, and use wider geographical samples, as well as other situational variables, which could contribute to professional commitment among teachers.

Keywords: Motivational Needs; Professional Commitment; School Teacher; McClelland theory; three component model.