Impacts of Motivation on Teachers’ Performance in Thimphu District, Bhutan

Abstract

Teachers’ motivation is the biggest driver of organisational performance. Teachers are essential to the prosperity, productivity and performance of the students.  Motivation is the key to creating an environment where optimal performance is possible. This study investigates the influence of intrinsic and extrinsic motivational factors on teachers' performance in the Thimphu district of Bhutan. Grounded in organisational behaviour theory, it assesses the relationship between motivational strategies and job satisfaction among teachers under the Ministry of Education. A cross-sectional, quantitative approach was adopted using purposive sampling. Data were collected via self-administered questionnaires distributed through school principals. Statistical analysis was performed using SPSS to identify patterns, correlations, and significant factors influencing motivation. Findings suggest that while both motivational dimensions significantly affect performance, intrinsic motivation, particularly professional development, recognition, and autonomy, has a stronger impact than extrinsic incentives like financial rewards and promotions. Recommendations include enhancing professional development programs, providing meaningful recognition, and improving school working environments to foster sustained teacher engagement and retention. This research holds policy implications for educational leadership aiming to uplift teaching quality through evidence-based motivational strategies. The study emphasised that teachers of Bhutan need to be motivated to achieve the quality of education. Thus, relevant stakeholders can consider the factors motivating teachers and design the plans to fulfil teachers’ needs.