MOTIVATIONAL FACTORS INFLUENCING UNIVERSITY TEACHERS’ PARTICIPATION IN PROFESSIONAL DEVELOPMENT

Abstract

In the evolving landscape of higher education, professional development (PD) plays a pivotal role in enhancing teaching effectiveness and academic quality. However, university teachers' participation in PD programs remains uneven, especially in developing countries like Pakistan. This qualitative study explores the motivational factors that influence university teachers’ engagement in professional development activities across public and private universities in Lahore. Guided by Self-Determination Theory and Herzberg’s Two-Factor Theory, the study employs a purposive sampling strategy to conduct semi-structured interviews with 35 faculty members from diverse academic disciplines. Thematic analysis of the interview data reveals five major themes: intrinsic motivation (personal growth, teaching passion), extrinsic motivation (certification, promotions), institutional support (administrative encouragement, resource availability), peer influence (collaborative learning), and barriers (time constraints, irrelevant content). The findings highlight a complex interplay of personal, institutional, and socio-cultural factors shaping faculty participation in PD. While many educators view PD as essential for professional growth, systemic barriers and lack of contextual relevance often reduce enthusiasm and engagement. The study contributes to the understanding of faculty motivation within the specific socio-educational context of Pakistan and provides actionable recommendations for university leadership and policymakers to design more responsive and motivating professional development frameworks. This research adds to the growing body of literature emphasizing the need for localized, teacher-driven, and institutionally supported professional development initiatives in South Asian higher education systems.