Work motivation is an important concept, both theoretically and practically, because of its link to and direct impact on individual and organizational performance. Theories on job motivation haven't solved the problem yet, but they're a good place to start if you want to improve employee motivation. The idea behind McClelland's motivation model is that organizations provide members with the opportunity to meet three important needs: achievement (individuals' need for significant accomplishment, high standards, or skill mastery), affiliation (need for friendship, cooperation, and interpersonal relations), and power (desire to be important, to have influence on people).
Similarly, according to Alderfer's ERG Theory, work gradually satisfies three groups of core needs: existence - the survival needs concerned with providing our basic material existence requirements, relatedness - maintaining interpersonal relationships with the social environment, and growth - the growth needs concerned with providing our basic material existence requirements and personal development. Job satisfaction is a separate idea that is strongly tied to work motivation.
Truly, motivation and satisfaction are inextricably linked. One of the overall efficiency work variables is job satisfaction. Herzberg's "Dual Structure Theory," also known as the "Motivation-Hygiene Theory," analyzes job satisfaction by assuming a discontinuity between the factors that lead to contentment and discontent in the workplace. As a result, job satisfaction is defined by a set of elements that arise from the job's intrinsic conditions and refer to the work content: performance, work itself, assigned or assumed duties, promotion, acknowledgement of contribution and effort, personal growth, and career advancement. Positive satisfaction is derived from motivation elements. Instead, discontent is caused by the absence of “hygiene” characteristics, which are extrinsic and refer to the workplace and organizational context (salaries, different benefits, safety, work conditions, social status, personal policy, managerial competences, and relationships with superiors, peers and subordinates). Job-related intrinsic rewards are more fulfilling and motivating (Herzberg).
Teachers are more intrinsically driven than extrinsically motivated, according to studies. Many other aspects have been investigated to determine which ones contribute to instructors' motivation and satisfaction. Teachers' job happiness is influenced by intrinsic, extrinsic, and demographic factors. Gender, length of service, education, age, level of responsibility, and teaching experience are some of the demographic factors that substantially impact job satisfaction. In terms of the role of gender variations in job satisfaction, the data are inconsistent. Studies have found that women are more content with their teaching careers than men, women are much less satisfied with their wages than men, or no gender differences in total job satisfaction. According to some survey to elementary and secondary public school teachers, female teachers reported higher levels of job satisfaction than male teachers, and job happiness was found to have poor relationships with compensation and perks.
In the long run, particularly in this time of pandemic, teachers must always be motivated and satisfied leading to quality education towards culture of excellence.