ENHANCING PROFESSIONAL MOTIVATION IN THE EARLY CHILDHOOD TEACHER EDUCATION: UNRAVELING ISSUES AND CHALLENGES

Abstract

This qualitative study explores the issues and challenges faced by childhood early teachers in Punjab, Pakistan, in relation to their professional motivation and early childhood teacher education. Phenomenological research design was employed to explore subjective experiences of early childhood teachers in relation to the research problem. A purposive sample of early childhood teachers who have experience teaching in early childhood education setting in Punjab, Pakistan was selected for the study. Semi-structured interviews were used as the primary method of data collection. A qualitative content analysis was employed to identify the themes and patterns within the data through NVIVO 14 software. The study found that early childhood teachers in Punjab, Pakistan face a range of challenges that impact their professional motivation, including inadequate training and professional development opportunities, low salaries, and a lack of recognition and support from the parents and the wider community. The study highlights the need for policy makers in Punjab, to address challenges faced by teachers and to provide them necessary support & resources to enable them to provide high-quality early childhood education.