Identify the Components of Demotivation in Teachers: A Research Grounded Theory

Document Type : Original Article

Authors

1 Assistant Professor of Educational Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.

2 Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran

3 Assistant Professor of Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.

4 PhD student in Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.

Abstract

Aim: This study aimed to identify the components of teacher demotivation and to develop a conceptual model using grounded theory. 
 
Method: Data were collected through semi-structured interviews with 25 teachers using theoretical sampling. Data analysis followed the grounded theory approach through open, axial, and selective coding.
 
Results: Analysis yielded 28 main categories organized into six paradigm dimensions: causal conditions, central phenomenon, contextual conditions, intervening conditions, strategies, and consequences. Professional alienation emerged as the central phenomenon underlying teacher demotivation.
 
Conclusion: The findings indicate substantial similarities between motivational structures underlying student academic motivation and teacher professional motivation. Consequently, motivational interventions used in educational settings may—with minor adaptations—be applicable to improving teacher motivation.

Keywords

References

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Applied Psychology
Volume 19, Issue 3 - Serial Number 75
September 2025
Pages 98-116

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