Factors for Teachers’ Motivation in Distance Learning

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Table of Contents

Introduction
Motivational Factors
Conclusion
References

Introduction

Distance learning is education devoid of any in-person interaction with an instructor or peers. Learning is by students at their convenience as it varies on speed and timeline. Distance learning relies on online learning tools such as the internet, email, or mail. Distance learning bridges barriers that may prevent individuals from attending classes in some institutions. Barriers include the distance that ensures some students cannot travel overseas to attend some institutions. The motivation of teachers in distance learning is essential in ensuring that this learning occurs smoothly and students attain their educational targets. Various factors affect the inspiration of teachers in distance learning, and this essay examines some of these crucial factors.

Motivational Factors

Efficient Communication

Efficient communication with the administration of an institution is a crucial factor that affects the motivation of teachers in distance learning. Teachers involved in distance learning and with superiors who communicate targets regularly remain focused and driven in the attainment of their targets (Traxler, 2018). This is because communication clarifies unclear aspects of the work these teachers are involved leaving minimal room for making guesses. Unclear or inefficient communication discourages teachers from getting involved in their duties, as the management sets a poor precedent (Odinayeva, 2020). This leads to the minimal performance of duties, dismal achievement of responsibilities, and unsatisfactory performance for institutions and students. Efficient communication also ensures teachers are constantly reminded of their responsibility to serve their students and institutions.

Recognition of Efforts and Rewards

The impact of recognition of performing professionals and rewarding them effectively is a proven method of ensuring motivation in all fields. This is because the identification of extraordinarily performing teachers spurs competition within the workplace, provoking exceptional efforts (Woolley & Fishbach, 2018). Regularly organizing awarding ceremonies for the best-performing teachers shows appreciation for their dedication to their duty. Increased motivation positively steers institutional targets and student performances, increasing educational credibility and efficient student preparation for future responsibilities (Lai et al., 2018). Rewarding exceptional teachers have also been shown to ensure the mental health of teachers is improved, as their efforts are appreciated. This ensures that they set their best endeavors to ensure that the institution performs exceptionally.

Timely Remuneration

Due to the insatiable need for finances, remuneration is a vital motivation factor in all professional fields globally. Timely payment of teacher salaries shows that an institution appreciates their efforts and is willing to compensate them appropriately. The anticipation for more enumeration during the subsequent period is an additional reason why teachers who are paid on time focus on their jobs better (Aliyu et al., 2018). The efficient, timely remuneration also means that the teachers do not need to find alternative means of meeting their financial needs. The undivided focus on their job with the knowledge that it can meet their needs at the right time is an additional motivation.

Workload

The workload teachers are bombarded with in distance learning affects their motivation. Teachers subjected to higher workloads are unmotivated in their jobs and always keen on the lookout for the next opportunity. They also perform their responsibilities with professional courtesy without any drive to do it exceptionally (Ibrahim & Nat, 2019). The delivery of bare minimums means that the performance of students and the institution reflect this attitude. Teachers with minimum workload due to sufficient staffing are better capable of delivering on their professional mandate due to sufficient time for preparation and resting time (Luongo, 2018). Teachers with the right workload notice their employer’s dedication to their well-being and reward this convenience with motivation and focus on excellence.

Easing Access to Documents

In this era characterized by digital migration and the integration of technology into every sector, the education sector should not lag. Teachers who work for institutions that make their work easier by digitalizing their documents are motivated to perform their roles better (Berestok et al., 2020). Teachers whose institution focuses disregard digital migration make their jobs more difficult by mandating them to access the hardcopy versions of various documents. The time spent looking for these documents is discouraging and frustrates these distance teachers. The apparent lack of dedication from their employers and institutions discourages extra effort. Such staff is always seeking a way out of the institution and dread tying their long-term futures to these schools.

Conclusion

In conclusion, motivation is an essential tenet of most professions, distance learning included. Teachers must be appreciated due to the monumental task they have contributing to the education of students. Distance learning teachers are in greater need of motivation due to the detachment necessitated by various factors and enabled by online means. This ensures that students from across the globe cannot meet their teachers, and teachers are only restricted to teaching through the screens. Factors likely to lead to the demotivation of distance learning teachers include inefficient communication, a lack of recognition for efforts, and late remuneration. Additional factors include a huge workload for teachers and difficult access to various documents. The motivation of teachers is reflected in institutional seriousness and dedication to the attainment of excellence. Institutions that are focused on ensuring their students attain the best possible grades and their teachers work in comfortable environments have motivated teachers.

References

Aliyu, M. R., Bello, H. S., & Bello, M. (2018). Effect of remuneration on the productivity of academic staff of selected tertiary institutions in Bauchi State, Nigeria. Essuir.sumdu.edu.ua.

Berestok, O., Kurinnyj, O., & Shcherbyna, Y. (2020). DISTANCE learning: implementation of information communication technologies to promote the educational process at higher educational establishments. Humanities Science Current Issues, 1(27), 146–150. Web.

Ibrahim, M. M., & Nat, M. (2019). Blended learning motivation model for instructors in higher education institutions.International Journal of Educational Technology in Higher Education, 16(1).

Lai, H.-M., Hsiao, Y.-L., & Hsieh, P.-J. (2018). The role of motivation, ability, and opportunity in university teachers’ continuance use intention for flipped teaching.Computers & Education, 124, 37–50.

Luongo, N. (2018). An examination of distance learning faculty satisfaction levels and self-perceived barriers.Journal of Educators Online, 15(2).

Odinayeva, N. (2020). Motivation and communication in distance learning of foreign languages.CENTER FOR SCIENTIFIC PUBLICATIONS (Buxdu.uz), 6(2).

Traxler, J. (2018). Distance learning—Predictions and possibilities.Education Sciences, 8(1), 35.

Woolley, K., & Fishbach, A. (2018). It’s about time: Earlier rewards increase intrinsic motivation.Journal of Personality and Social Psychology, 114(6), 877–890.

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