Document Type : Original Article
Authors
1
Lecturer in the Accounting and Management Department, Aria University, Mazar-i-Sharif, Afghanistan
2
Lecturer in the Khattab Institute, Mazar-i-Sharif, Afghanistan
3
PhD in Economic Sciences, Associate Professor of the Department of Economic Security, Accounting, Analysis and Audit, Altai State University, Barnaul, Russia
4
PhD in Philology, Associate Professor of the Department of Foreign Languages of Economic and Legal Profiles, Altai State University, Barnaul, Russia
Abstract
The objective of this fieldwork study is to evaluate and rank the factors that motivate teachers in schools within the Aqchah district. A total of 220 questionnaires, distributed following Morgan's sampling table, were utilized for data collection. The collected data underwent analysis using the SPSS 25 program. The questionnaire's reliability, assessed through Cronbach's alpha coefficient, yielded a satisfactory score of 0.749. Data distribution normality or abnormality was determined using the Kolmogorov-Smirnov and Shapiro-Wilk tests, indicating an abnormal distribution. Spearman's correlation coefficient unveiled a positive and significant relationship between variables such as classroom anxiety and self-confidence. However, except for the correlation between career choice and socio-economic status, no other variables displayed a notable association with the motivation level of teachers in the Aqchah district. In conclusion, the results of Friedman's test, employed for variable ranking, indicate that, according to teachers, the most impactful factors influencing teacher motivation are relations with colleagues, career choice, classroom anxiety, socio-economic status, self-confidence, exam stress, and rewards.
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