Tiwari (2020) in his study attempts to study the effect of motivation on the performance of teaching

staff. The study was collected among teachers in various educational institutions. The data was
analysed using descriptive statistical analysis methods. The results obtained indicate that if
employees are positively motivated, it improves both their effectiveness & efficiency drastically for
achieving organizational success.

Devi and Vijaykumar (2016) This paper is a study conducted on measuring the impact of motivation
on organisational commitment with special reference to college teachers. From the analysis, it is
found out that teachers have a high level of motivation & organisational commitment. The overall
motivation is higher in Government colleges. The lowest motivation is found among self-financing
teachers. Further, it is found out that there is a significant difference in the level of motivation among
the Government, aided, & self-financing teachers. The analysis of organizational commitment shows
that teachers of self-financing colleges have got a higher level of commitment than that of
Government & aided colleges. The Government College Teachers exhibit the lowest level of
dedication, with a mean value of 150.77 (Kruskal-Wallis One way ANOVA Test). However, there are no
discernible differences in the three groups of teachers' organisational commitment. According to the
Structural Equation Modelling (SEM), motivation accounts for 30% of organisational commitment.

Chein and Mao (2015) conducted a study to explore the faculty members’ self-motivation to pursue
in-service education. A total of 122 university faculty members in Taiwan completely participated in
this study. One-way ANOVA, Person correction, t-test, & stepwise multiple regression were used to
analyze the data. The study revealed that the motivation of the teacher who participated in in-
service education was high. The extrinsic motivation was greater than intrinsic motivation. Extrinsic
motivation, such as “Go with the trend” & “Incentive by the school”, were the main factors
influencing teachers who are participating in in-service education. Also, this study found those
faculty finished their academic degrees possessed higher organizational commitment than those
faculty were pursuing their continuing education.

Wijnveen, Sters and Petegem (2015) discussed teachers’ Motivation for teaching in higher education.
A growing interest exists though in the professional development of teachers in higher education, of
which motivation is an important aspect. This article, therefore, focuses on the development &
validation of a Dutch questionnaire for teachers’ motivations for teaching in higher education. The
questionnaire is based on three earlier developed questionnaires, including the following
motivational aspects: efficacy, interest, & effort. Confirmatory factor analyses were conducted with
the data of 231 higher education teachers. The results of our explorative study showed that after
modifications, including the removal of two out of three efficacy aspects (‘outcome efficacy’ &
‘teaching efficacy’), this instrument is sufficiently reliable & valid to use in educational practice &
research. Future research into the use of the questionnaire in different contexts is desirable
Tiwari (2020) aims to understand how teaching staff performance is impacted by motivation.
Teachers at various educational institutions participated in the study. Descriptive statistical analysis
techniques were used to analyse the data. The findings show that when people are appropriately
motivated, their effectiveness & efficiency dramatically increase for the purpose of achieving
organisational success.

Devi and Vijaykumar (2016)This paper is a measurement of the effect of motivation on organisational
commitment with a focus on college professors. Teachers exhibit high levels of motivation and
organisational commitment, according to the analysis. Government colleges have better overall
motivation. In terms of motivation, self-financing instructors have the lowest levels. Furthermore, it
is discovered that the levels of motivation among government-funded, supported, and self-financing
teachers differ significantly. According to an analysis of organisational commitment, professors at
self-financing colleges are more committed than those at government- and aid-funded institutions.

Bahrami et al. (2012) suggested that instructors need to be inspired to help any educational
institution reach its objectives. In an Iranian medical university, the relationship between factors
affecting job motivation and satisfaction is examined. In this study, a quantitative research
methodology is used. The research includes faculty members, technical staff members, and
administrative staff members who work at Shahid Sadoughi University of Medical Sciences. The
collection of data involves the use of the Lawrence Lindhal questionnaire. The most significant
motivator for faculty members is job security, while admiration of their work was the least effective.
Additionally, having sufficient pay and benefits (a financial incentive) is most crucial, whereas having
fascinating (exciting) work is the least important motivation element for workers. The motivational
element of having exciting work and job promotion possibility (professional growth & career
progression) was most and least satisfying to faculty members and staff, respectively.