The Relationship Between Motivation and Performance of Teachers in Increasing the Quality of Education

Abstract

Due to the diversification of the problems faced by teachers, especially in the relationship with students and in the relationship with the education system, maintaining the professional motivation of teachers has become increasingly difficult. The quality of education is the result of the interdependent relationship between motivation and the success of the teaching-learning-assessment process. The issue of performance is at the center of debate today as a result of new changes in education caused by the COVID-19 pandemic. Educational performance is dependent on a multitude of factors, among which we mention: the teacher (professional training, motivation), leadership and school management that can contribute to increasing performance by supporting motivation and recognizing the teacher's effort. In this context, the education system must demonstrate its ability to provide quality pedagogical facts and processes capable of meeting the requirements of productivity, innovation and technological development imposed by current changes. That said, a new approach is needed in terms of managing school institutions and organizations, namely a new type of manager, a true leader who will focus on achieving the highest organizational performance that will automatically reflect on the quality of education. Motivation can be the essence of high performance because decreased motivation leads to less and less involvement and reduced performance in the workplace.