Motivational Pathways To Teaching in Challenging Times: A Study of English Gen Z Pre-Service Teachers

Abstract

Teacher motivation has often been studied using broad frameworks that overlook generational traits and rural educational contexts. This study explores how altruistic, intrinsic, and extrinsic motivations influence Gen Z English pre-service teachers’ decisions to pursue teaching in the resource-limited educational setting of West Kalimantan, Indonesia. Using a qualitative approach, data were gathered through questionnaires and semi-structured interviews with 56 Gen Z pre-service teachers and analyzed through an interactive process of data reduction, display, and conclusion drawing. The results reveal a layered motivational structure. Altruistic motivation is identified as the main driver, driven by a strong moral commitment to community service and reducing educational disparities. Intrinsic motivation develops gradually through teacher education, reflective learning, and the development of professional identity, serving as a key factor in sustained career commitment. Extrinsic motivation plays a secondary role, mainly as a contextual factor related to job security and work conditions. These findings challenge the stereotype of Gen Z as primarily extrinsically motivated and emphasize the need for context-aware, value-driven approaches to understanding teacher motivation in underprivileged educational settings.