In the study reported on here we examined how public sector school principals in Lahore and Faisalabad, Pakistan, used managerial strategies to boost teacher motivation. Using a mixed methods convergent parallel design, we combined quantitative survey data from 106 teachers with qualitative interview data from 15 principals. The questionnaire and interview instruments were aimed at capturing both intrinsic and extrinsic motivational factors, including leadership style, professional development, and recognition practices. The findings reveal that principals exerted substantial influence over teachers’ autonomy and workplace climate. Participatory leadership, professional learning opportunities, and structured recognition schemes were found to boost motivation, whereas autocratic decision-making, limited independence, and inadequate incentives were found to reduce it. We recommend more inclusive and collaborative managerial approaches to foster supportive school cultures that promote teacher engagement and improved educational outcomes. Future research should examine the long-term and contextual effects of these motivational strategies across diverse educational settings in Pakistan.

https://doi.org/10.15700/saje.v46n3a2685

ORCiD iDs of authors:
Tingting Fang - https://orcid.org/0009-0005-9259-3732
Shahla Akram - https://orcid.org/0000-0002-3857-3950
Sajjad Ahmad Jan - https://orcid.org/0000-0003-2656-6099
Ayoub Zouria - https://orcid.org/0000-0002-2533-0837
Muhammad Farrukh Shahzad - https://orcid.org/0000-0002-6578-4139
Mehboob Ul Hassan - https://orcid.org/0000-0002-3453-695X