Motivational antithesis Among Teachers with Upgraded qualifications in Zambia

Abstract

This article investigates the paradox of “motivational antithesis” among Zambian primary school teachers who upgraded their qualifications following the Government’s 2015 policy mandating academic upgrading for all serving teachers. While the policy aimed to enhance teacher quality and learner outcomes by leveraging both extrinsic-salary increments and promotions, and intrinsic- professional growth and self-actualization motivators, emerging evidence suggests that upgrading has coincided with declining motivation. Guided by Maslow’s hierarchy of needs and Herzberg’s two-factor theory, the study examined; the extent of qualification upgrading; levels of motivation among upgraded teachers; and the relative influence of extrinsic hygiene factors and intrinsic motivators on job motivation. A cross-sectional quantitative survey was conducted with 100 primary school teachers selected through stratified random sampling. Data were collected using a researcher-designed questionnaire and analyzed with the aid of SPSS into descriptive and multiple regression results. Major findings reveal that 72% upgraded from certificate to diploma and/or degree, largely through self-sponsorship. Of these 97% had not received the expected salary scale adjustments while only about 3% had been promoted. Mean motivation remained low (3.94 ± 1.79), designating substantial demoralization. Regression analysis (R² = .52) revealed that intrinsic factors; perceived professional growth (β = .48, p < .001), sense of achievement (β = .26, p < .001), and meaningfulness of work (β = .21, p < .001) constituted the strongest predictors of job motivation, while extrinsic factors (salary increment, promotion status) had little effect, demonstrating that working conditions were insignificant in this instance. These outcomes show a motivational antithesis where a significant individual effort in upgrading, initially fueled by both extrinsic and intrinsic motivations, is weakened by institutional failure to fulfill promised and expected extrinsic rewards like realignment of salary, jobs and career paths. Thus, qualification upgrading alone is insufficient to boost teacher motivation but that it may be counterproductive if not combined with timely, transparent salary reforms, merit-based promotion structures, and leadership practices that recognize and utilize upgraded teachers' competencies.