Teacher motivation in engineering education
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Abstract
The quality and effectiveness of engineering
education is closely linked to the professional commitment and
motivation of teachers. The aim of this study is to explore the
main factors influencing teacher motivation in the context of
higher education engineering training, regarding the challenges
and opportunities associated with the transformation of the role
of teachers. Through a review of the literature, we analyzed
domestic and international sources to identify the internal and
external components of motivation and their impact on teaching
performance, innovation, and student achievement. The study
highlights that professional autonomy, positive feedback, a
sense of purpose in teaching, and institutional support plays a
key role in maintaining motivation. The study can contribute to
the development of engineering education by providing
guidance for the development of institutional strategies to
support teacher motivation.