Abstract:
Education is the process through which an individual is developed into an individuality and a
person into a personality. Each person is different form the other and every individual has same
unique potential in some field or other. Education refers to the change in behavior, attitude and
culture brought about in the individual as a result of having undergone education during a
particular period. In Child’s inculcation primary stage implements of edifying acquisition of the
schools of learning cultivation of habits of body and postures of mind compulsory for efficient
acquisition of erudition formation of sound judgment and adroit performance of tasks. Edifier
plays the most paramount role in primary inculcation. Objectives of the study is to find the
effect of administration, location and academic qualifications on Sri Lankan Primary School
teacher’s motivation. The sample for the investigation consisted of 160 teachers. The stratified
random sampling was applied. The male and female teachers are 77 and 83, the sample consists
of 77 males and 83 female teaches from Government (87) and Private (73) schools.
Three hypothesizes was formulated for the study and the teacher’s motivation was tested for
significance by employing ‘t’ – test. The results denoted that the administration has paramount
effect on the motivation of teachers. Additionally, location of school has significant influence
on the teacher’s motivation and there is paramount influence of academic qualifications on the
teacher’s motivation. In Conclusion researchers can say that Administration highly influenced
the teacher’s motivation. Government teachers have positive teacher’s motivation scores than
Private sector teachers. The administrators should provide better employment facilities for the
Private school teachers. Location of school also highly influenced the teacher’s motivation.
Urban school teachers have positive teacher’s motivation scores than the rural school teachers.
Therefore the administrators should provide physical facilities for the rural school teachers.
Academic qualifications also highly influenced the teacher’s motivation. Undergraduate
teachers have positive teacher’s motivation scores than the Post - graduate edifiers. This
indicates that the administrators should provide more facilities for the undergraduate teachers.
