ESP-3863

Published

2026-01-16

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Vol. 11 No. 1 (2026): Publishing

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Research Articles

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Copyright (c) 2026 Ivy M. Nazareth*, Jason V. Chavez, Aima Cristina M. Dusaban, Susan D. Estologa, Sar-Ana M. Abdurasul, Rasmil T. Abdurasul

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How to Cite

Ivy M. Nazareth, Jason V. Chavez, Aima Cristina M. Dusaban, Susan D. Estologa, Sar-Ana M. Abdurasul, & Rasmil T. Abdurasul. (2026). Intrinsic Motivation of Teacher Education Instructors in Contributing to the Sustainable Development Goal on Quality Education. Environment and Social Psychology, 11(1), ESP-3863. https://doi.org/10.59429/esp.v11i1.3863

Intrinsic Motivation of Teacher Education Instructors in Contributing to the Sustainable Development Goal on Quality Education

Ivy M. Nazareth

College of Teacher Education, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Jason V. Chavez

School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Aima Cristina M. Dusaban

College of Education, Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Dumangas, 5006, Philippines

Susan D. Estologa

College of Education, Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Dumangas, 5006, Philippines

Sar-Ana M. Abdurasul

College of Humanities, Social Science and Communication, Basilan State College, Isabela City 7300, Basilan, Philippines

Rasmil T. Abdurasul

College of Teacher Education, Sulu State College, Jol, Sulu7400, Philippines


DOI: https://doi.org/10.59429/esp.v11i1.3863


Keywords: altruistic behaviors; intrinsic motivation; quality education; teacher education

Abstract

Intrinsic motivation encourages engagement in professional tasks, driven by personal interest, internal satisfaction, and a sense of purpose rather than external rewards or pressures. In the teaching profession, intrinsically motivated teachers are more likely to demonstrate creativity, resilience, and commitment to student success, as they perceive fulfillment from the act of teaching itself. This qualitative exploration focused on understanding intrinsic motivation, particularly altruistic values, among teacher education instructors. College teachers (n=19) were sampled to be interviewed about their altruistic motives and how they work towards quality education. The findings revealed that teacher education instructors were primarily driven by intrinsic motivation rooted in moral responsibility, personal fulfillment, and a commitment to lifelong learning. This internal drive translated into active engagement in professional development, research, and the consistent implementation of inclusive, equity-oriented teaching strategies. Teachers expressed a strong sense of purpose in their work, often describing teaching as a moral obligation to contribute to the development of future citizens. The study showed that intrinsically motivated teachers demonstrated a higher tendency to adopt innovative and student-centered teaching practices. Their motivation was deeply linked with altruistic values and a desire to promote social transformation, which manifested in their relational approach to teaching, emphasizing empathy, care, and responsiveness to student needs. Consequently, the findings emphasized the need for systemic support, including reduced structural barriers and targeted training in care-based pedagogies, to sustain and enhance teachers’ intrinsic motivation and altruistic engagement in education.

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