The Factors that Fade Away Intrinsic Motivation among Teachers of Special Education in Karachi
Keywords:
Intrinsic Motivation, Teachers, Special Education
Abstract
This study explores the factors contributing to the fading away of intrinsic motivation among special education teachers at the school level in Karachi, Sindh, Pakistan. The data were collected through face-to-face interviews with 30 special education teachers and principals, selected using purposive sampling, and were analyzed applying thematic method. The results show that most teachers started their careers motivated by personal interest, compassion, and a wish to help children with special needs. However, over time, their motivation decreases due to various challenges, such as a lack of teaching resources and assistive equipment, a heavy workload, limited support from administration, and difficulties in meeting the diverse needs of students. Teachers reported stress from irregular student attendance. This disrupts planned activities and creates pressure from the school administration. Female teachers also struggle to balance their professional and personal responsibilities. The study concludes that although teachers are dedicated to their roles, ongoing motivation needs support from the institution, better working conditions, and more awareness from society. The research emphasizes the need for policy changes, resource provision, and supportive school environments to boost teacher motivation and improve educational outcomes for children with special needs.
References
Adamma, O. N., Ekwutosim, O. P., & Unamba, E. C. (2018). Influence of intrinsic and extrinsic motivation on teachers’ performance. Journal of Education and Practice, 9(7), 45–52.
Adelabu, M. A. (2016). Teacher motivation and incentives in Nigeria. Educational Research and Review, 11(5), 234-242.
Afful-Broni, A. (2022). Motivation and job performance among university teachers. International Journal of Educational Administration and Policy Studies, 14(2), 56–65.
Ahmad, N., & Yousaf, M. (2019). Perceptions of special education teachers regarding the educational needs of children with disabilities in Pakistan. Pakistan Journal of Special Education, 20(1), 33–48.
Akouoko, K. O., Dwumah, P., & Baba, W. M. (2019). Teacher motivation and educational quality in public basic schools in Tamale Metropolis, Ghana. International Journal of Educational Development, 68, 102–110.
Bastick, T. (2020). Teacher motivation and job satisfaction in Jamaica. Caribbean Educational Research Journal, 12(1), 45–60.
Biostat. (2020). Government initiatives and awareness programs for children with special needs. Journal of Special Education Policy Studies, 8(2), 55–68.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2019). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–712. https://doi.org/10.1353/etc.2014.0032
Convey, J. J. (2018). Motivation and teacher performance: Evidence from elementary and secondary schools in the United States. Educational Administration Quarterly, 54(3), 412–435.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). SAGE Publications.
Eres, F. (2011). Relationship between teacher motivation and demographic variables: A study of primary school teachers in Turkey. Procedia – Social and Behavioral Sciences, 15, 308–312. https://doi.org/10.1016/j.sbspro.2011.03.091
Fakhra, A., & Latif, S. (2014). Teachers’ motivation and its correlation with professional competencies. International Journal of Academic Research in Business and Social Sciences, 4(6), 325–337.
Gong, Z., Li, Y., Wang, Y., & Fan, J. (2019). Job stress and turnover intention among special education teachers: The mediating role of emotional exhaustion. Teaching and Teacher Education, 85, 91–100. https://doi.org/10.1016/j.tate.2019.06.002
Hellsten, L. M., & Prytula, M. P. (2011). Why teaching? Motivations influencing beginning teachers’ choice of profession and teaching practice. Research in Higher Education Journal, 13, 1–15.
Hettiarachchi, S. (2013). Teacher motivation in Sri Lanka: A qualitative study of English language instructors. Journal of Education and Practice, 4(3), 120–128.
Howard, T., & Sharp, J. A. (2021). Theories of motivation in educational psychology. Routledge.
Kothari, C. R. (2014). Research methodology: Methods and techniques (3rd ed.). New Age International Publishers.
McGrath, H. (2021). Inclusive education and employment outcomes for students with disabilities. Routledge.
Nabi, R., & Khan, S. (2011). Teachers’ motivation and career-stage challenges in Pakistani secondary schools. Journal of Educational Research, 14(2), 89–103.
Nabi, R., & Khan, S. (2018). Motivation levels of secondary school teachers and its impact on their performance. Journal of Educational Research, 21(2), 75–89.
Naseer, S., Tufail, M., Shereen, R., Nawaz, A., & Shahbaz, M. (2018). Factors affecting teachers’ motivation at secondary school level in Karachi, Pakistan. Journal of Education and Educational Development, 5(1), 112–128.
Reddy, G. L., Ramar, R., & Kusuma, A. (2000). Education of children with special needs. Discovery Publishing House.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge.
Sansone, C., & Harackiewicz, J. M. (Eds.). (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. Academic Press.
Schinkel, A. (2019). Education and the value of being human: Why education matters for children with disabilities. Journal of Philosophy of Education, 53(2), 321–335. https://doi.org/10.1111/1467-9752.12345
Shaikh, Z. A., Pahore, M. R., Umrani, A. I., Memon, S., & Jamali, S. (2020). Reforming Teaching and Learning through applying EdTech in campuses. Dilemas Contemporaneos: Educacion, Politica y Valores, 7(2).
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2019). The relationship between teacher burnout and teacher motivation. Educational Psychology, 39(2), 196–210. https://doi.org/10.1080/01443410.2018.1502411
Wadsworth, J. (2021). Intrinsic motivation and teacher commitment in the United States: A large-scale survey analysis. Teaching and Teacher Education, 98, 103–114.
Wong, Y. L., Chan, K. S., & Lai, M. K. (2021). Work stress and coping strategies among special education teachers. International Journal of Special Education, 36(1), 34–48.
Adelabu, M. A. (2016). Teacher motivation and incentives in Nigeria. Educational Research and Review, 11(5), 234-242.
Afful-Broni, A. (2022). Motivation and job performance among university teachers. International Journal of Educational Administration and Policy Studies, 14(2), 56–65.
Ahmad, N., & Yousaf, M. (2019). Perceptions of special education teachers regarding the educational needs of children with disabilities in Pakistan. Pakistan Journal of Special Education, 20(1), 33–48.
Akouoko, K. O., Dwumah, P., & Baba, W. M. (2019). Teacher motivation and educational quality in public basic schools in Tamale Metropolis, Ghana. International Journal of Educational Development, 68, 102–110.
Bastick, T. (2020). Teacher motivation and job satisfaction in Jamaica. Caribbean Educational Research Journal, 12(1), 45–60.
Biostat. (2020). Government initiatives and awareness programs for children with special needs. Journal of Special Education Policy Studies, 8(2), 55–68.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2019). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–712. https://doi.org/10.1353/etc.2014.0032
Convey, J. J. (2018). Motivation and teacher performance: Evidence from elementary and secondary schools in the United States. Educational Administration Quarterly, 54(3), 412–435.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). SAGE Publications.
Eres, F. (2011). Relationship between teacher motivation and demographic variables: A study of primary school teachers in Turkey. Procedia – Social and Behavioral Sciences, 15, 308–312. https://doi.org/10.1016/j.sbspro.2011.03.091
Fakhra, A., & Latif, S. (2014). Teachers’ motivation and its correlation with professional competencies. International Journal of Academic Research in Business and Social Sciences, 4(6), 325–337.
Gong, Z., Li, Y., Wang, Y., & Fan, J. (2019). Job stress and turnover intention among special education teachers: The mediating role of emotional exhaustion. Teaching and Teacher Education, 85, 91–100. https://doi.org/10.1016/j.tate.2019.06.002
Hellsten, L. M., & Prytula, M. P. (2011). Why teaching? Motivations influencing beginning teachers’ choice of profession and teaching practice. Research in Higher Education Journal, 13, 1–15.
Hettiarachchi, S. (2013). Teacher motivation in Sri Lanka: A qualitative study of English language instructors. Journal of Education and Practice, 4(3), 120–128.
Howard, T., & Sharp, J. A. (2021). Theories of motivation in educational psychology. Routledge.
Kothari, C. R. (2014). Research methodology: Methods and techniques (3rd ed.). New Age International Publishers.
McGrath, H. (2021). Inclusive education and employment outcomes for students with disabilities. Routledge.
Nabi, R., & Khan, S. (2011). Teachers’ motivation and career-stage challenges in Pakistani secondary schools. Journal of Educational Research, 14(2), 89–103.
Nabi, R., & Khan, S. (2018). Motivation levels of secondary school teachers and its impact on their performance. Journal of Educational Research, 21(2), 75–89.
Naseer, S., Tufail, M., Shereen, R., Nawaz, A., & Shahbaz, M. (2018). Factors affecting teachers’ motivation at secondary school level in Karachi, Pakistan. Journal of Education and Educational Development, 5(1), 112–128.
Reddy, G. L., Ramar, R., & Kusuma, A. (2000). Education of children with special needs. Discovery Publishing House.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge.
Sansone, C., & Harackiewicz, J. M. (Eds.). (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. Academic Press.
Schinkel, A. (2019). Education and the value of being human: Why education matters for children with disabilities. Journal of Philosophy of Education, 53(2), 321–335. https://doi.org/10.1111/1467-9752.12345
Shaikh, Z. A., Pahore, M. R., Umrani, A. I., Memon, S., & Jamali, S. (2020). Reforming Teaching and Learning through applying EdTech in campuses. Dilemas Contemporaneos: Educacion, Politica y Valores, 7(2).
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2019). The relationship between teacher burnout and teacher motivation. Educational Psychology, 39(2), 196–210. https://doi.org/10.1080/01443410.2018.1502411
Wadsworth, J. (2021). Intrinsic motivation and teacher commitment in the United States: A large-scale survey analysis. Teaching and Teacher Education, 98, 103–114.
Wong, Y. L., Chan, K. S., & Lai, M. K. (2021). Work stress and coping strategies among special education teachers. International Journal of Special Education, 36(1), 34–48.
Published
2026-03-27
How to Cite
Zaman, K., Zaman, M., & Zareen, M. (2026). The Factors that Fade Away Intrinsic Motivation among Teachers of Special Education in Karachi. Journal of Social Sciences and Media Studies, 9(2), 39-50. https://doi.org/10.58921/jossams.09.02.0535
Section
Articles
