Teacher motivation through the lens of gendered leadership practices

This study examines teacher motivation within a gendered leadership practices framework in public secondary schools in Faisalabad, Pakistan. Using an explanatory sequential mixed-methods design, quantitative data were collected from 70 teachers through structured questionnaires, followed by qualitative insights from semi-structured interviews with 14 principals. The findings indicate statistically significant gender differences across motivational dimensions. Female teachers report a higher likelihood of endorsing relational and intrinsic motivators, including recognition, respect, and supportive leadership practices, whereas male teachers place a greater emphasis on extrinsic factors such as financial rewards and career progression. Qualitative findings further contextualize these differences, highlighting variation in leadership practices between male and female principals. Female principals tend to adopt more relational and supportive approaches, whereas male principals emphasize structured and performance-oriented practices. The study contributes to the literature by situating established motivational theories within a gendered and culturally specific context. It recommends adopting balanced, context-sensitive leadership practices that align with diverse teachers’ motivational needs to enhance teacher engagement and institutional effectiveness.