Personal Development and Job Motivation of Male Teachers in Selected Primary Schools: Basis for a Career Development Program

Abstract

This study examined the personal development and job motivation of male primary school teachers in Longquanyi District, Chengdu, focusing on their personal development, job motivation, and strategies for career advancement. Using a quantitative descriptive–correlational design, data were gathered from 388 male primary school teachers through a validated and reliable researcher-made questionnaire. Sample size (n = 388) was determined using the Slovin formula and selected through stratified sampling with respondents proportionally allocated across five selected schools. The instrument covered demographic profile, personal development stages (growth, exploration, establishment, maintenance, decline), and job motivation dimensions (achievement, recognition, work itself, responsibility, advancement). Descriptive statistics and Analysis of Variance (ANOVA) were applied. Findings revealed that the respondents were diverse in age and years of service, with most being married and mid-career. Teachers generally agreed on their personal development, with maintenance and growth rated highest, though some acknowledged signs of decline. Significant differences were observed across age and years of service, but not marital status. Job motivation was high overall, especially in the work itself and recognition, confirming that intrinsic and extrinsic drivers sustain teacher engagement. Significant differences in motivation were likewise found by age and tenure, while marital status showed no effect.  The study concludes that personal development and job motivation are shaped by both career stage and motivational factors. A career development program is proposed to strengthen purpose, recognition, work-life balance, advancement opportunities, and classroom confidence, ensuring sustained professional growth and teacher retention.