EXPLORING EXTRINSIC MOTIVATORS IMPACTING HISTORY EDUCATORS PRIOR TO AND DURING THE ERA OF REMOTE LEARNING
Keywords:
current prominence, extrinsic motivation, job satisfaction, instructional qualityAbstract
Given the current prominence of this theme, it was selected as a starting point for individuals interested in delving deeper into the subject. This study aims to serve as a resource for researchers looking to expand the range of participants studied, ultimately making a positive impact on the motivation of history educators and, subsequently, the quality of their instructional delivery. The main objective of this research is to investigate the extrinsic motivational factors affecting history educators and how these elements may heighten or diminish job satisfaction in the context of the global shift to remote learning, which has become increasingly prevalent since the beginning of 2020 and continues to influence educational practices in 2021. Various factors contribute to the enhancement or reduction of teacher motivation, including: Classroom dynamics and historical curriculum structures-Educator behavior and personality traits within the remote learning environment -Adaptation of teaching methods to virtual platforms -Parental habits and engagement in virtual learning -Family-related challenges and the instability brought about by remote work -Interactions among colleagues in a virtual setting -Learning environments shaped by remote learning technologies, and -Assessment procedures tailored to online education. Teachers specializing in history play a crucial role in shaping students' perspectives, and students often look up to them as guides. Therefore, the motivation of history educators is of paramount importance, directly influencing students' engagement and academic achievements.
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