TITLE: MOTIVATION TO PURSUE POSTGRADUATE STUDIES AMONG

PRIMARY SCHOOL TEACHERS IN KUALA LUMPUR.

INTRODUCTION

Background of the Study

The education sector in Malaysia, particularly at the primary school level, plays a pivotal role
in shaping the academic foundation and future success of students. However, to maintain
high-quality education, there's a constant need for educators to engage in continuous
professional development. Postgraduate studies represent a crucial avenue for teachers to
expand their knowledge base, enhance pedagogical skills, and contribute more effectively to
student learning outcomes.

In Kuala Lumpur, the dynamics of the primary education sector reveal a growing demand for
highly qualified and skilled teachers. Despite this need, there's a noticeable gap between the
educational qualifications of primary school teachers and the evolving demands of the
education system. While some teachers pursue postgraduate studies, the motivations behind
these pursuits remain underexplored.

The Malaysian education system aims for continuous improvement, aligning with global
educational standards and demands. However, a dearth of research exploring the motivations
behind teachers' decisions to pursue postgraduate studies specifically in the context of
primary education in Kuala Lumpur limits the ability to provide targeted support and
initiatives.

The socio-cultural and economic landscape in Kuala Lumpur may influence teachers'
motivations for further studies, yet there is limited empirical evidence exploring these factors.
Therefore, an in-depth investigation into the motivational factors influencing primary school
teachers' decisions to engage in postgraduate studies in Kuala Lumpur is essential. This study
aims to bridge this gap in knowledge, offering insights that can inform policy formulation,
teacher training programs, and professional development initiatives tailored to the needs and
motivations of primary school educators in the region.

Problem Statement

The pursuit of postgraduate studies among primary school teachers in Kuala Lumpur poses a
critical challenge and opportunity in the educational landscape. Despite the importance of
continuous professional development, the factors influencing teachers' motivations to engage
in further studies remain underexplored in the Malaysian context. This gap in understanding
hinders the establishment of targeted interventions and policies to enhance the professional
growth and educational outcomes in the primary education sector.

The problem statement revolves around the lack of comprehensive research addressing the
specific motivational drivers influencing primary school teachers' decisions to pursue
postgraduate studies. While previous studies have highlighted some broad motivations for
further education among educators, a specific and nuanced exploration pertaining to primary
school teachers in Kuala Lumpur is lacking. Understanding these motivations is crucial for
educational policymakers and institutions to design programs and incentives that effectively
support and encourage teachers to pursue postgraduate studies.

Additionally, this gap in knowledge affects the ability to tailor professional development
opportunities and support systems that align with teachers' intrinsic motivations and career
aspirations. Lack of insight into these motivational aspects may lead to generic approaches
that might not effectively engage or incentivize primary school teachers in advancing their
qualifications. Therefore, the problem statement emphasizes the need for a focused
investigation into the motivational factors influencing primary school teachers' decisions to
pursue postgraduate studies in Kuala Lumpur.

Research Objectives

 Objective 1: To Investigate the Relationship Between Teachers' Intrinsic Motivation

(IV1) and Pursuit of Postgraduate Studies (DV)
  Objective 2: To Assess the Impact of Institutional Support (IV2) on Teachers'
Decision to Pursue Postgraduate Education (DV)
 Objective 3: To Analyse the Perception of Career Advancement (IV3) as a Motivating
Factor for Pursuing Postgraduate Studies (DV)

Research Questions

 What is the relationship between primary school teachers' intrinsic motivation and
their decision to pursue postgraduate studies?
 What is the relationship between institutional support and primary school teachers'
decision-making process regarding postgraduate studies?
 How does the perception of career advancement relate to primary school teachers'
decisions to pursue postgraduate studies?

Rationale

Understanding the motivations and factors influencing teachers' decisions to pursue

postgraduate studies is essential for educational policymakers, institutions, and stakeholders.
This research aims to contribute valuable insights into creating tailored support mechanisms
and strategies that foster a conducive environment for teachers' professional growth,
subsequently enhancing the overall quality of primary education in Kuala Lumpur. Through a
quantitative research approach with three identified independent variables (IVs) and one
dependent variable (DV), this study endeavors to provide empirical evidence and actionable
insights into this critical aspect of teacher development.

LITERATURE REVIEW

Education systems globally are continuously evolving, demanding educators to enhance their
qualifications for better teaching practices and professional development (Sawitri &
Rakhmad, 2019). In the context of primary education, teachers' pursuit of postgraduate
studies has gained prominence due to its potential benefits on teaching quality, student
outcomes, and personal career growth (Farrell & Brunton, 2019). Motivation stands as a
crucial factor influencing educators' decisions to engage in higher education (Vallerand &
Bissonnette, 1992).
Intrinsic Motivation and Educational Pursuits

Intrinsic motivation, as posited by Self-Determination Theory (SDT), underlines internal

drivers such as interest, satisfaction, and personal fulfillment (Ryan & Deci, 2000). Teachers
exhibiting high intrinsic motivation are more inclined to undertake further education as it
aligns with their personal growth and professional aspirations (Ryan & Deci, 2000). Research
by Wang and Guan (2020) underscores the positive correlation between teachers' intrinsic
motivation and their pursuit of advanced degrees.

Institutional Support and Academic Progression

Institutional support in the form of financial aid, mentorship programs, and flexible
scheduling has been identified as a critical facilitator for teachers considering postgraduate
studies (Farrell & Brunton, 2019). This support mitigates barriers associated with time
constraints and financial burdens (Leavy, 2014), positively impacting educators' decisions to
enroll in higher education programs (Farrell & Brunton, 2019).

Perceptions of Career Advancement

Furthermore, the perception of career advancement as a result of higher qualifications

significantly influences educators' motivations to pursue postgraduate studies (Tran, 2020).
Studies by Leung (2017) highlight the perceived link between postgraduate qualifications and
career progression, with teachers viewing higher education as a means to access promotional
opportunities and career growth in the education sector.

METHODOLOGY

Research Approach

The chosen research approach for this study, quantitative in nature, aims to quantifiably
measure and analyze the motivational factors influencing primary school teachers' pursuit of
postgraduate studies in Kuala Lumpur. Quantitative research involves collecting numerical
data to uncover patterns, relationships, and associations between variables through statistical
analysis (Creswell & Creswell, 2017). This approach aligns with the nature of the research
problem, focusing on examining measurable aspects of motivation among educators in a
specific geographical area.

The quantitative approach offers several advantages. It allows for structured data collection,
enabling the measurement of attitudes, perceptions, and motivations using standardized
instruments like surveys and questionnaires (Bryman, 2016). By employing this method, the
study can gather data efficiently from a sizeable sample of primary school teachers,
facilitating the assessment of motivational factors influencing their decisions regarding
postgraduate studies. This approach emphasizes objectivity, seeking to establish generalized
conclusions and make predictions based on statistical analyses (Creswell & Creswell, 2017).

Furthermore, quantitative research provides statistical rigor by using various statistical tests
to analyze the relationships between independent variables (motivational factors) and the
dependent variable (intentions to pursue postgraduate studies). Analytical tools such as
correlation analysis and regression modeling allow for the identification of significant
associations and predictors impacting teachers' motivations. This method offers a structured
framework for analyzing the collected data, enhancing the study's reliability and validity by
systematically exploring the relationship between variables (Bryman, 2016).

However, it's crucial to acknowledge some limitations of the quantitative approach. While it
provides numerical data and statistical generalizations, it may not capture the depth and
richness of individual experiences or contextual nuances that qualitative methods might
reveal (Creswell & Creswell, 2017). Additionally, the reliance on structured questionnaires
might restrict participants' responses, potentially overlooking unforeseen motivational
aspects. Despite these limitations, the quantitative approach is well-suited to explore the
quantifiable aspects of motivation among primary school teachers, contributing valuable
insights into their pursuit of postgraduate studies in Kuala Lumpur.
Research Paradigm/Philosophy

The research paradigm or philosophy underpinning this study aligns with a positivist
perspective within the quantitative research framework. Positivism advocates for an empirical
and objective approach to understanding phenomena, emphasizing observable, measurable,
and verifiable data (Guba & Lincoln, 2016). This paradigmatic stance assumes an objective
reality that can be studied systematically through structured methods and aims to discover
causal relationships between variables. In the context of this research, the positivist paradigm
supports the investigation of measurable motivational factors influencing primary school
teachers' pursuit of postgraduate studies in Kuala Lumpur.

The positivist philosophy adheres to the principles of objectivity and generalizability, seeking
to uncover universal patterns and regularities in human behavior. It emphasizes the use of
quantitative measures and statistical analysis to identify patterns and associations, focusing
on uncovering empirical evidence to support hypotheses or theories (Bryman, 2016). Within
this paradigm, the study's objective is to measure the relationships between identified
motivational factors and the decision to pursue postgraduate studies among primary school
teachers.

Adopting a positivist paradigm for this research involves following a deductive approach,
starting with a set of hypotheses derived from existing theories or empirical evidence. The
study aims to test these hypotheses using quantitative methods, aiming for generalizable
conclusions applicable beyond the specific sample studied. The primary focus is on
establishing predictive relationships between variables, aiming to quantify and measure the
impact of motivational factors on teachers' intentions to pursue postgraduate studies
(Creswell & Creswell, 2017).

However, it's essential to acknowledge that the positivist paradigm has its limitations. This
approach may overlook the contextual nuances and individual subjective experiences that
qualitative paradigms often capture. It assumes an objective reality that might not fully
encapsulate the complex and multifaceted nature of human motivations (Guba & Lincoln,
2016). Nevertheless, for this study focused on measuring motivational aspects among
teachers, the positivist paradigm provides a suitable framework for systematically
investigating the relationships between identified variables.

Research Design

The research design for this study involving primary school teachers in Kuala Lumpur
pursuing postgraduate studies adheres to a quantitative approach. It specifically adopts a
correlational research design, aiming to examine the relationships between multiple
independent variables (IVs) and a single dependent variable (DV).

This correlational design allows for the analysis of the degree and direction of associations
among variables without inferring causation. It's well-suited for investigating the
relationships between various motivational factors (IVs) and the decision to pursue
postgraduate studies (DV) among teachers (Creswell & Creswell, 2017).

In this design, multiple IVs will be identified, such as career advancement opportunities,
intrinsic motivation, and financial incentives. The DV, in this case, would be the likelihood or
intention of primary school teachers to pursue postgraduate studies. Through quantitative
measures and statistical analysis, this design will explore how changes in the IVs correspond
to changes in the DV, focusing on the strength and direction of these relationships.

The research will employ surveys or structured questionnaires to collect data from primary
school teachers in Kuala Lumpur. These instruments will likely include Likert-scale questions
or other quantitative measures to quantify responses related to motivational factors and the
intention to pursue postgraduate studies.

While the correlational design allows for identifying relationships between variables, it's
essential to note that it doesn't imply causation. It serves as a preliminary step in
understanding potential associations among the identified variables, providing insights into
which motivational factors may significantly correlate with the decision to pursue
postgraduate studies.

Research Methods

Research Procedure

The research will involve distributing structured questionnaires among primary school
teachers in Kuala Lumpur. The questionnaire will encompass Likert-scale items and closed-
ended questions, focusing on factors influencing their motivation to pursue postgraduate
studies.

Population and Sampling Technique

The target population comprises primary school teachers in Kuala Lumpur. A random
sampling technique will be employed to select a representative sample. The sample size will
be determined using a confidence level of 95% and a margin of error of 5%.

Location and Time Scale

The study will be conducted in various primary schools across Kuala Lumpur. Data collection
will span over three months, ensuring sufficient time for participant recruitment and data
gathering.

Data Collection Method

The primary method of data collection will involve self-administered questionnaires

distributed to teachers. The questionnaire will be anonymous to encourage candid responses
and will be available both in print and online for convenience.

Data Analysis Methods

Statistical software, such as SPSS (Statistical Package for the Social Sciences), will be
employed to analyze the quantitative data gathered from the questionnaires. Descriptive
statistics, correlation analyses, and possibly regression analyses will be used to explore the
relationships between the independent variables (motivational factors) and the dependent
variable (intentions to pursue postgraduate studies).

REFERENCES

Bell, V. (2006). Cochrane Qualitative Methods Group. Retrieved from

http://www.lancs.ac.uk/fass/ihr/research/publich/cochrane.htm

Briggs, J. (2006). Cochrane Qualitative Research Methods Group. The Cochrane

Collaboration. Retrieved from http://www.joannabriggs.eduau/cqrmg/role.html

Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five
approaches (2nd ed.). Sage Publications.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and
mixed methods approaches (5th ed.). Sage Publications.

Farrell, T. S. C., & Brunton, J. (2019). Understanding motivation: A critical overview. In The
Motivation Myth: The Secret to Achieving Success in Life. Filament Publishing.

Guba, E. G., & Lincoln, Y. S. (2016). Competing paradigms in qualitative research. In

Handbook of qualitative research (pp. 105-117). Sage Publications.

Leavy, P. (2014). Research design: Quantitative, qualitative, mixed methods, arts-based, and
community-based participatory research approaches. Guilford Publications.

Leung, Y. W. (2017). Factors affecting teachers' decisions to pursue postgraduate studies: A

qualitative study. Journal of Education and Training Studies, 5(8), 178-186.
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Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic
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Sawitri, D. R., & Rakhmad, L. (2019). The role of teachers' postgraduate studies in education
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Tran, T. D. (2020). Beyond the classroom: The influence of postgraduate studies on teachers'
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Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as
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APPENDIX

Questions on Intrinsic Motivation Strongly Disagree Neutral Agree Strongly

Disagree Agree
1. I am personally interested in
expanding my knowledge through
postgraduate studies.
2. Pursuing further education aligns
with my professional aspirations and
growth.
3. I find satisfaction in the idea of
enhancing my pedagogical skills
through advanced studies.
4. The idea of self-improvement
motivates me to consider
postgraduate education.
5. Gaining more knowledge in my
field is intrinsically rewarding to me.
Questions on Institutional Strongly Disagree Neutra Agree Strongly
Support Disagree l Agree
1. The availability of financial
aid would positively influence
my decision to pursue
postgraduate studies.
2. Mentorship programs for
postgraduate students would
encourage me to enroll in higher
education.
3. Flexible scheduling options for
classes would facilitate my
participation in postgraduate
programs.
4. Institutional support, such as
research grants, would motivate
me to pursue further studies.
5. Supportive policies for
educators engaging in
postgraduate studies would
influence my decision.
Questions on Perception of Strongly Disagree Neutral Agre Strongly
Career Advancement Disagree e Agree
1. I believe that higher
qualifications would significantly
impact my career progression in
education.
2. Obtaining a postgraduate
degree would open up better job
opportunities in the education
sector.
3. Career growth within the
education system is closely
linked to having advanced
qualifications.
4. I perceive postgraduate studies
as a means to access promotional
opportunities in my career.
5. The correlation between higher
education and career
advancement is clear in the
education field.