An Analysis of Intrinsic and Extrinsic Factors of Teacher Motivation at Surkhet

In Nepal, there are about 29 thousands government schools (now they are called community schools) all over the country. There are more than 203 thousands teachers working in these schools (Department of Education, DOE, 2072). Government has invested millions of rupees in these schools. In comparison to investment, community schools are not able to provide quality education. Various studies have shown that the educational efficiency of school level is not satisfactory which affects negatively in quality education. Regarding low quality in school education, there are several factors responsible. In this respect, it has been stated in Nepal Human Development Report (1998) that low quality public education has also been linked to the increasing alienation between the local school system and the community, the high level of absenteeism and unprofessional conduct among school teachers, the faulty student evaluation system and a number of other shortcomings (p. 86-87). This study, despite many problem areas that occurring in community schools, has made effort, at confining itself to study the teacher related factor with prime focus on teachers' motivation. Under this topic, motivating factors have been divided into two parts – Intrinsic and extrinsic factors and have been analyzed accordingly also.