Intrinsic Motivation of Teacher Education Instructors in Contributing to the Sustainable Development Goal on Quality Education

Intrinsic motivation encourages engagement in professional tasks, driven by personal interest, internal satisfaction, and a sense of purpose rather than external rewards or pressures. In the teaching profession, intrinsically motivated teachers are more likely to demonstrate creativity, resilience, and commitment to student success, as they perceive fulfillment from the act of teaching itself. This qualitative exploration focused on understanding intrinsic motivation, particularly altruistic values, among teacher education instructors. College teachers (n=19) were sampled to be interviewed about their altruistic motives and how they work towards quality education. The findings revealed that teacher education instructors were primarily driven by intrinsic motivation rooted in moral responsibility, personal fulfillment, and a commitment to lifelong learning. This internal drive translated into active engagement in professional development, research, and the consistent implementation of inclusive, equity-oriented teaching strategies. Teachers expressed a strong sense of purpose in their work, often describing teaching as a moral obligation to contribute to the development of future citizens. The study showed that intrinsically motivated teachers demonstrated a higher tendency to adopt innovative and student-centered teaching practices. Their motivation was deeply linked with altruistic values and a desire to promote social transformation, which manifested in their relational approach to teaching, emphasizing empathy, care, and responsiveness to student needs. Consequently, the findings emphasized the need for systemic support, including reduced structural barriers and targeted training in care-based pedagogies, to sustain and enhance teachers’ intrinsic motivation and altruistic engagement in education.