Teacher motivation in engineering education

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.