Abstract—This paper explores stakeholders’ perceptions of
the motivational influences for successful indigenous teachers to
stay on as teachers in the islands of the Maldives. The research
employs qualitative methods of interviewing, focus-group
meetings and questionnaires to collect data from local
indigenous groups that included school principals, leading
teachers, successful teachers, parents and students. Analysis of
data indicates that the participants’ perceptions of what
motivated successful teachers to remain as teachers are largely
influenced by the cultural aspects and specific island-life
characteristics. It is clear that the motivational influences to
stay on in the teaching profession are contextual, inter-related,
inter-dependent and multifaceted but the ‘double S’ of
motivation – salary and status – is also evident.
Index Terms—Maldives, retention, successful teachers,
teachers’ motivation.
Abdul Raheem Hasan is with the Victoria University of Wellington
(e-mail: abdul.Hasan@vuw.ac.nz).
Lex McDonald is with the School of Educational Psychology and
Pedagogy, Faculty of Education, Victoria University of Wellington (e-mail:
lex.mcdonald@vuw.ac.nz)
[PDF]
Cite: Abdul Raheem Hasan and Lex McDonald, " Teachers' Motivation in the Maldives – Vital but
Context-Specific," International Journal of Social Science and Humanity vol. 5, no. 4, pp. 378-383, 2015.