Teacher motivation and classroom management practices in rural Public schools: A qualitative case study
DOI:
https://doi.org/10.71085/rjhsa.04.02.89Keywords:
Classroom Management, Teacher Motivation, Qualitative Multiple Case Study, Reflexive Thematic Analysis, Rural Public SchoolsAbstract
This study aimed to explore teachers’ perceptions about motivation and how their motivation affects classroom management practices, and which challenges affect their classroom management practices and motivation. A qualitative multiple case study research design was used for this study. 10 female primary public school teachers were selected as sample through purposive sampling technique. Data were collected through semi-structured interviews. Reflexive thematic analysis was used to analyse data. Three main themes extracted from the data were: (1) Teachers’ motivation in rural primary schools, (2) Classroom management practices, and (3) Challenges and adaptation in classroom management. Findings show that there is a strong link between teachers’ motivation and classroom management. According to the participant’s belief in Allah, understanding of their moral responsibility, students’ achievements and their connection with religion are the factors that enhance their motivation. On the other hand, shortage of resources, overcrowded classrooms, no parental involvement and non-supportive institutional behaviours lower their motivation level. Effective classroom management strategies are lesson planning, student-centred and activity-based teaching, positive student-teacher relationships, collaborative learning and nonaggressive disciplinary approaches. The study concluded that motivated teachers can create a positive learning environment despite all the challenges. It recommends strengthening supportive school leadership, improving learning facilities and providing necessities, provide contextual base professional development training, ensuring parental involvement and starting community engagement programs to improve classroom management and teacher motivation to attain academic achievements in the rural public schools.
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Copyright (c) 2026 Mehwish Pervaiz, Dur e Shahwar, Dr. Muhammad Jamil (Author)
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