Bulletin of Education and Research

August 2017, Vol. 39, No. 2 pp. 19-29

Relationship between Intrinsic Motivation and Students’

Academic Achievement: A Secondary Level Evidence

Shafqat Naeem Akhtar *, Muhammad Iqbal** and Ijaz Ahmed Tatlah**

_______________________________________________________________

Abstract
The study was aimed to find out relationship between teacher motivation and students’
academic achievement at secondary school level. A sample of 950 secondary school teachers
using population proportionate to sample technique was taken out of 3168 secondary school
teachers teaching in high schools of five districts of Lahore Division in Punjab. Survey
technique was used to collect data through a questionnaire Motivational Orientation for
Teaching Survey (MOT-SIII). The academic achievement of the students was measured by
taking two year results of grade 10 students in the annual examinations conducted by Board of
Intermediate and Secondary Education Lahore (BISE). The collected data was analyzed by
using mean; standard deviation and Pearson r. It was found that intrinsic motivation of
teachers was having strong correlation with academic achievement of the students. It was
recommended that in-service teacher training programs can serve as better source for the
enhancement of intrinsic motivation level of teachers.

Keywords: Motivation, intrinsic motivation, academic achievement, Secondary School

Teacher (SST)

* Ph.D. Scholar, University of Education Lahore. Email: [email protected]

**Assistant Professor, University of Education, Lahore
Relationship between IM and Students’ Academic Achievement: A SL Evidence 20

Introduction
Excellence and quality of an education system directly relates to the
performance of its teachers. Professional competencies, skills, teaching
methodologies, hard work, devotion and zeal of teachers enhance the performance
and leads towards desired excellence and quality of education. Though the
professional components are of great importance yet the psychological aspects that
make a teacher competent and confident at work place cannot be ignored. As in
organizational psychology it is focused that not only the ability of a person but also
the motivation plays very vital and effective role in improving the performance of an
employee (Compbell, 1976).

Motivation is the driving force that directs the behavior of a human being in
personal and professional contexts. In case of professional context, the employees
who are motivated are found to be displaying higher integrity at workplace as well as
increased output in comparison to the employees with low level of motivation (Gagne
& Dcci, 2005; Kuvaas, 2006). In academic intuitions, motivated workforce can be
seen in the form of faculty and instructors who handle the responsibilities of
knowledge acquisition among the students. Teachers play a pivotal role in facilitating
the learning of students. The interaction between teacher and students, adoption of
teaching practices, attitude towards the challenges encountered in the classroom are
some of the key elements on which motivation level of a teacher can have strong
influence (Reeves, 2004).

Researchers have argued that teachers who feel are motivated to perform
their job-related responsibilities are able to depict better outcomes as reflected
through their capability to maintain adequate level of motivation among the students
(Ames, 1990). Davidson (2007), in a study conducted in Tanzania, has asserted that
lack of motivation among the instructors can have negative impact on the
performance of students. Moreover, the lack of motivation can result in the adoption
of a teacher centered learning style. This can inevitably result in the restricted
learning and educational development of the students, which is likely to be reflected
from their exam scores. Bishay (1996) has proclaimed that the impact of teacher
motivation on the output displayed by students in exams and test can’t be ignored.
The quality of teaching students receive in the context of classroom directs the
process of their cognitive development, thus motivation of teachers and student
achievement in school are strongly interlinked factors.
Shafqat, Iqbal & Ijaz 21

The term motivation has evolved out of the Latin word ‘movere’, which
means to move. The earliest definition of motivation considered it to be a set of
“psychological processes that cause the arousal, direction and persistence of
behavior” (Mitchell, 1982). Further investigators have highlighted the importance of
the behavior being focused on some specific goal, thus emphasizing the element of
goal directed behavior, and voluntary participation in activities that facilitate towards
the achievement of certain goals (Kreitner & Kinicki, 2006). In addition to this,
scholars have made efforts to classify various elements that drive the goal directed
behavior among humans and animals, thus resulting in the identification of the factors
of needs, motives, drives, goals and incentives as the key psychological processes
(McKenna, 2000, p. 89) which were considered to be at the core of the goal directed
behavior or motivation.

Motivation can be regarded as the basic part of human experience. From

infancy till old age, the behavior of people is directive by some underlying motives or
needs which propel them to behave in certain manner. An individual who is
motivated is likely to feel greater level of commitment in performing a task as
compared to a person who has low level of motivation. The psychological factor of
need can propel a person to work towards the fulfillment of his needs by engaging in
certain behaviors. Motives, on the other hand are viewed as ‘inner states’ of an
individual which can encourage the engagement in voluntary or goal directed
behavior. Similarly, incentives trigger interest among people, facilitating them to
participate in particular activities, thus depicting manifestation of the phenomenon of
motivation (McKenna, 2000).

Motivation is a multifaceted phenomenon, as individuals can experience

different levels of motivation as well as feel motivated due to different factors. Based
on this backdrop, the researchers have investigated into the identification of types of
motivation, suggesting the existence of two main categories of motivation namely:
intrinsic and extrinsic motivation. Both of these types of motivation can encourage
the employees to deftly participate in work related activities and improve their work
performance (Amabile, 1993).
Relationship between IM and Students’ Academic Achievement: A SL Evidence 22

The influence of extrinsic motivation is reflected in the behavior where the

employees focus on tangible outcomes of performing certain activities. On the
contrary, intrinsic motivation arises out of the internal feelings of the employees, thus
denoting the influential position of personal satisfaction in driving goal directed
behavior of personnel (Ryan & Deci, 2000). Researchers have noted that there are
individuals who are engaged in behaviors despite the absence of any tangible
rewards, or evident lack of any external source of incentives. Such behavior can be
explained through the phenomenon of intrinsic motivation, whereby the behavior is
triggered and sustained as the sense of satisfaction a person derives out of the activity
serves as the incentive in this context (Benabou & Tirole, 2003).

The influence of extrinsic and intrinsic motivation on long term performance

of employees has been explored by various scholars (Deci, Koestner, & Ryan, 1999;
Kreps, 1997; Lin, 2007). Earlier researchers such as Deci (1972) considered monetary
compensation as a form of extrinsic motivator had the potential to decrease the
impact of intrinsic forms of motivation. In a study comprising undergraduate
students, has also found that verbal encouragement boosted the level of intrinsic
motivation. In further studies, Ryan and Deci (2000) have obtained similar findings.
Moreover, it has also been asserted that intrinsic origins of motivation produced more
positive results for the individual in terms of performance, perception of personal
competence, feelings of interest in the job etc. On the other hand, people who focus
more on external sources of motivation such as compensation may find the interest in
work short term.

Research Objectives

This study has the following research objectives:

• To find out the relationship between intrinsic motivation of teacher and

students’ academic achievement at secondary school level.
• To find out the relationship between the intrinsic motivation of male teacher
and students’ academic achievement at secondary school level.
• To find out the relationship between intrinsic motivation of female secondary
school teacher and students’ academic achievement at secondary school level.
Shafqat, Iqbal & Ijaz 23

Hypotheses of the Study

The following null hypotheses were formulated to achieve the objectives of the study:

Ho1: There is no significant relationship between intrinsic motivation of teacher

and students’ academic achievement at secondary school level.
Ho2: There is no significant relationship between intrinsic motivation of male
teacher and students’ academic achievement at secondary school level.
Ho3:There is no significant relationship between intrinsic motivation of female
teacher and students’ academic achievement at secondary school level.

Methodology

The study was descriptive in nature and survey method was used for the
purpose of data collection. Since the study was also aimed to establish the
relationship between intrinsic motivation of secondary school teachers (SSTs) and
students’ academic achievement, therefore, the nature of research was also co-
relational.

A survey was conducted to collect the data to find out relationship between
intrinsic motivation of teacher and students’ academic achievement at secondary
school level. A sample of 950 secondary school teachers was selected for the purpose
of data collection. The sample of 950 teachers included 586 male teachers and 364
female teachers. Target population comprised 3168 secondary school teachers
teaching secondary classes in high schools of five districts of Lahore division in
Punjab. Sample of 950 teachers was selected through population proportionate
sampling technique as there was different number of teachers in five districts of
Lahore division. The research instrument named Motivational Orientation for
Teaching Survey (MOT-SIII) was used to measure the motivation level of secondary
school teachers. The instrument was adapted and the permission was granted by Dr.
Cathrine Cinclair, that was developed on five point likert scale from strongly disagree
to strongly agree. The number of items in the questionnaire was 17 which were
related to five factors of intrinsic motivation. This instrument was validated through
experts’ opinion. The reliability of the tool was ensured through pilot testing taking a
sample of 100 teachers. The reliability was calculated by using Chronbach’s alpha
which was 0.73. The academic achievement of the students was measured by having
the results of the students in the annual Secondary School Certificate examination
conducted by BISE Lahore.
Relationship between IM and Students’ Academic Achievement: A SL Evidence 24

Data Analysis

Data was analysed using Statistical Package for Social Sciences (SPSS-15).
Descriptive analysis was used for data analysis and Mean and Standard deviation
were calculated to find out the level of intrinsic motivation of the teachers. Pearson
“r” was used to find out the relationship between intrinsic motivation of teachers and
students’ academic achievement. Tables show the details in this regard.

Table 1
Mean and Standard Deviation of Factors of Intrinsic Motivation, (n=950)
Factors of Intrinsic Motivation Minimum Maximum M SD
Working with Children 5 25 13.75 4.53
Intellectual Stimulation 6 30 21.25 4.46
Altruism 3 15 11.32 2.44
Authority and Leadership 3 15 10.16 2.78
Self- Evaluation 5 20 17.05 2.60
Personal and Professional Development 2 10 8.44 1.63
Intrinsic Motivation 34 115 81.96 11.87

Table 1 presents the details regarding the mean and standard deviation of
intrinsic motivation factors. Maximum value of mean (M= 21.25, SD=4.46) was for
the factor intellectual stimulation and minimum value of mean (M=8.44 SD=1.63) for
personal and professional development. It was concluded that factor intellectual
stimulation existed at high level in the intrinsic motivation of teachers as compared to
the other factors.

Hypothesis No. 1: Relationship between Teachers’ Motivation and Students’

academic achievement. To address the relationship between intrinsic motivation of
teacher and students’ academic achievement Pearson “r” was calculated and the
hypothesis was tested.

First the hypothesis “There is no significant relationship between intrinsic

motivation of male teachers’ and students’ academic achievement at secondary
school level” was tested by applying Pearson Correlation Coefficient and the results
are shown in table 2.
Shafqat, Iqbal & Ijaz 25

Table 2
Relationship between Intrinsic Motivation of Male Secondary Teachers and Students’
Academic Achievement (n=586)
Factors of Intrinsic Motivation 1 2 3 4 5 6 7 8
Working with Children -
Intellectual Stimulation .575** -
Altruism .436** .494** -
Authority and Leadership .337** .346** .337** -
Self- Evaluation .472** .573** .374** .347** -
Personal and Professional .475** .555** .390** .447** .472** -
Development
Intrinsic Motivation .779** .829** .648** .619** .730** .770** -
Students’ Academic .342** .330** .278** .283** .307** .330** .426** -
Achievement
**p<.01

Table 2 reflects the relationship between intrinsic motivation of male teachers

and their students’ academic achievement. To find out the relationship Pearson
coefficient correlation “r” was calculated. It was found that factor working with
children (r=.342, p<.01), intellectual stimulation (r=.330, p<.01), altruism (r=.278,
p<.01), authority and leadership (r =.283, p<.05), self- evaluation (r =.307, p<.01),
personal and professional development (r =.330, p<.01) and intrinsic motivation of
teacher (r =.426,p<.01 ) were having statistically significant positive relationship
with students’ academic achievement. Hence, it was concluded that intrinsic
motivation of male secondary school teachers was having statistically significant
positive relationship with students’ academic achievement.

Hypothesis No.2: “There is no significant relationship between intrinsic motivation

of female teachers and students’ academic achievement at secondary school level”.

Pearson “r” was calculated and the hypothesis was tested. The results are
presented in table 3.
Relationship between IM and Students’ Academic Achievement: A SL Evidence 26

Table 3
Relationship between Intrinsic Motivation of Female Secondary School Teachers and
Students’ Academic Achievement (n=364)
Factors of Intrinsic Motivation 1 2 3 4 5 6 7 8
Working With Children .
Intellectual Stimulation .640** -
Altruism .459** .478** -
Authority and Leadership .299** .303** .236** -
Self- Evaluation .544** .594** .389** .273** -
Personal and Professional .485** .543** .378** .370** .466** -
Development
Intrinsic Motivation .337** .378** .306** .175** .391** .257** -
Students’ Academic .337** .378** .306** .175** .391** .257** .423** -
Achievement
**p<.01

Table 3 explains the relationship between intrinsic motivation of female

teachers and students’ academic achievement. To find out the relationship Pearson
coefficient of correlation “r” was calculated. It was found that factors of intrinsic
motivation, working with children (r=.337, p<.01), intellectual stimulation (r=.378,
p<.01), altruism (r=.306, p<.01), authority and leadership (r =.175, p<.01), self-
evaluation (r =.391, p<.01), personal and professional development (r =.257, p<.01)
and intrinsic motivation ( r =.423, p<.01 ) of female teachers were having
statistically significant positive relationship with students’ academic achievement. It
was inferred that intrinsic motivation of female secondary school teachers was having
statistically significant positive relationship with students’ academic achievement.

Hypothesis No.3: Finally to test the third hypothesis “There is no significant

relationship between intrinsic motivation of teachers’ and students’ academic
achievement at secondary school level” Pearson “r” was calculated and the results are
presented in table 4.
Shafqat, Iqbal & Ijaz 27

Table 4
Relationship between Intrinsic Motivation of Secondary School Teachers and Students’
Academic Achievement (N=950)
Factors of Intrinsic Motivation 1 2 3 4 5 6 7 8
Working with Children -
Intellectual Stimulation .601** -
Altruism .321** .330** -
Authority and Leadership .321** .330** .293** -
Self- Evaluation .499** .581** .375** .321** -
Personal and Professional
.478** .550** .379** .419** .470** -
Development
Intrinsic Motivation .797** .833** .645** .585** .733** .761** -
Students’ Academic
.333** .347** .273** .240** .336** .302** .419** -
Achievement
**p<0.01

Table 4 reflects the relationship between intrinsic motivation of teachers and

students’ academic achievement. To measure the relationship Pearson coefficient of
correlation “r” was calculated. It was found that factors working with children’s (r =
.333, p < .01) intellectual stimulation (r = .347, p < .01), altruism (r = .273, p < .01),
authority and leadership (r = .240, p < .01), self-Evaluation (r = .336, p < .01),
personal and professional development (r = .302, p < .01) and intrinsic motivation (r
= .419, p < .01) were having significant positive correlation with academic
achievements of the students. Hence, it was concluded that intrinsic motivation of
secondary school teachers was having statistically significant positive relationship
with students’ academic achievement.

Discussions

It was concluded that intrinsic motivation of secondary school teachers was

having statistically significant positive relationship with students’ academic
achievement and intrinsic motivation of male secondary school teachers was having
statistically significant positive relationship with students’ academic achievement. It
was inferred that intrinsic motivation of female secondary school teachers was having
statistically significant positive relationship with students’ academic achievement.
Researchers have proved that individuals engaged in behaviors despite the absence of
any tangible reward can be explained through the phenomenon of intrinsic
motivation, whereby the behavior is triggered and sustained as the sense of
satisfaction a person derives out of the activity serves as the incentive in this context
(Benabou & Tirole, 2003).
Relationship between IM and Students’ Academic Achievement: A SL Evidence 28

The concept of this study that intrinsic motivation of teachers has strong
relationship with better teaching and ultimately the better performance of students in
examinations has also been strengthened in a study comprising undergraduate
students (Ryan and Deci, 2000). It was elucidated that intrinsic origins of motivation
produced more positive results for the individuals as well as enhanced the
performance, competence and feeling of interest of job.

Almost identical conclusions have also been inferred in a number of

researches that the factors related to intrinsic motivation play very vital role in
enhancing the interest of instructors towards their terrific performance for excellence
in results of their students. In a research Malmberg (2006) has also inferred that the
level of self-determination plays an important role in shaping the attitude of an
instructor towards his or her task related responsibilities. The pattern of interaction
between teacher and students is also affected because of such sort of intrinsic
motivation. It has also been observed that due to personal motivation i.e. intrinsic
motivation teachers are triggered towards positive behaviors in classrooms.

The present study also resembles with the study of Dornyei (2003) who has
linked teacher motivation and students’ performance, suggesting that behavior of
teacher can either encourage the students towards competence or discourage them
from gaining excellence.

Recommendations

On the basis of conclusions and discussions, following recommendations

have been presented:

1. In service teacher training programs have always been considered an

effective source for inculcation of innovative concepts to bring behavioral
and professional improvement in teachers. For motivation of teachers with
the aim of maximizing their output in the form of students’ success, policy
makers and planners should plan to engage trained resource persons having
expertise in the field of motivation. This will be helpful in motivating in
service teachers during the training.
2. Selection of teachers in public sector should not only be based on their
academic excellence but their level of intrinsic motivation to gauge their
inclination towards the profession of teaching should also be measured using
various means.
3. For the purpose of enhancement of intrinsic motivation level, seminars,
workshops and conferences should be arranged on regular basis.
Shafqat, Iqbal & Ijaz 29

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