Exploring Teacher Motivation and Optimizing the Learning Environment of students in Internally Displaced People (IDP) Camps, Myanmar through the Pink’s Motivation Theory

Abstract

This paper investigates the motivational dynamics of teachers in Internally Displaced People (IDP) camps in Myanmar through the lens of Daniel Pink's Motivation Theory. Amidst the backdrop of military coups and ongoing conflicts, these camps present unique challenges for educators, such as inadequate resources, poor infrastructure, and severe security concerns. Utilizing qualitative interviews with seven volunteer teachers across four IDP camps, the study explores how autonomy, mastery, and purpose influence their teaching experiences. Findings suggest that enhancing these motivational factors can significantly improve educational practices and outcomes in such crisis settings. This research contributes to understanding how motivation impacts education in conflict zones and offers strategies to enhance teacher effectiveness under extreme conditions.