Volunteer Teachers’ Intrinsic Motivation in Myanmar’s IDP Camps through the Lens of Self-Determination Theory
Authors
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Thu Thu Htike
AffiliationThu Thu Htike is a PhD candidate in Education at Eötvös Loránd University (ELTE), Budapest, Hungary. She has over 14 years of total teaching experience including as a Teacher Educator in Education Degree College, Ministry of Education, Myanmar. Her research focuses on teachers’ perceptions of learning environments in Internally Displaced People (IDP) camps, with emphasis on teacher motivation and educational access in conflict zones. She is dedicated to improving the learning opportunities of students and supporting teachers in vulnerable and displaced communities.
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Han Htoo Naung
AffiliationHan Htoo Naung is a Ph.D. candidate in the Language Pedagogy and English Applied Linguistics Doctoral Programme at ELTE University in Budapest, Hungary. He holds a Master’s degree in English from the University of Yangon (Myanmar) and an MA in TESOL from Victoria University of Wellington, New Zealand. From 2012 to 2021, he worked as an English language teacher at several universities in Myanmar, including the University of Yangon, one of the country’s most prestigious institutions. His research interests include teacher motivation, learner motivation, the role of the teacher in EFL and ESL contexts, and the L2 learning experience.
Abstract
In the areas of Myanmar impacted by conflict, numerous volunteer teachers are significantly contributing to the ongoing education of displaced children. They operate in regions with significant security issues but receive only minimal educational assistance. This research investigates the reasons behind the motivation of these volunteer teachers. The sample for the study includes seven volunteer teachers operating in Internally Displaced Persons (IDPs) camps in the Sagaing and Karenni Regions. Using Ryan and Deci’s (2017) Self-Determination Theory (SDT) as a framework, the study investigates three fundamental psychological needs of intrinsic motivation – autonomy, competence, and relatedness. And the study also find out the impact of these basic needs on teachers’ resilience and dedication.
In this research, researchers conducted semi-structured interviews and obtained qualitative data, which were analysed through thematic analysis. According to the data, the research shows that volunteer teachers in these targeted areas adjusted their lessons to adapt to students’ emotional state, security conditions, and the limitations of the learning environment. Moreover, teachers in these areas participated in peer learning groups and built close relationships with students and the community.
These approaches helped teachers remain motivated and keep teaching under challenging conditions.
The findings from this study suggest that Self-Determination Theory (SDT) is a valuable instrument for understanding teacher motivation in crisis settings. The study also highlights the need for policies to provide structured professional support for teachers.
A key implication for future development in this study is to design teacher training programs that strengthen professional skills and equip teachers to navigate the challenges of crisis contexts. Such support may involve mentoring programs, accessing teaching materials, and ongoing professional development. All these supports are essential for sustaining teachers’ motivation and professional development.
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