Exploring the Role of Teachers in Motivating Underprivileged Students for Their Educational and Career Aspiration

Abstract

This qualitative research study investigates the impact of teachers' motivation on the educational and career aspirations of students in Non-formal schools in Punjab, Pakistan. Drawing upon constructivist principles, the study explores the perceptions and experiences of 14 Non-formal teachers and 12 Non-formal students from four districts in Punjab. Semi-structured interviews were conducted to collect data, which was analyzed using thematic analysis. Findings reveal that the lack of financial resources and educational facilities in non-formal schools poses significant challenges to both teachers and students. Most non-formal students come from low socio-economic backgrounds, exacerbating the need for support and motivation in their educational journey. The study elucidates how teachers' motivation influences students' educational aspirations, fostering perseverance and dedication to their studies. Moreover, it examines the role of teachers in shaping students' career aspirations through mentorship, sharing personal experiences, and setting high standards. The analysis underscores the importance of a supportive learning environment in non-formal schools, where teachers play a pivotal role in fostering student autonomy, providing constructive feedback, and promoting positive teacher-student interactions. Recommendations are provided for policymakers and educators to enhance the quality of education and support mechanisms in non-formal schools, thereby fostering the holistic development of underprivileged students in Pakistan.