How Education System Erode Teaching Motivation When Teachers Worked as an Institutional Role

ULink College, Guangzhou, Guangdong, China

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Abstract

A sense of burnout of educational system nowadays exists among teachers. The main points the paper dwells on are the issues of why it happened and explain the implications of teacher burnout. What the paper particularly listened to is structural and institutional aspects of the modern education system. The paper would suggest that instead of blaming themselves, it is necessary to comprehensively realize that burnout is basically a systemic problem. In parallel with this, humanistic approach is again applied in this paper to shed light on the enhancement of teacher motivation. The paper follows a theoretical and literature-based method as it builds on the recent empirical research and critical views in the field of education by analyzing the effects of the institutional conditions on the professional experience of teachers and their motivation. Because of this, the paper redefines a humanistic approach to education where restoring teacher motivation needs a new orientation towards professional agency, meaningful pedagogical relationships and facilitating educational structures. These considerations have their educational policy implications, teacher support, and future research of sustainable teacher practices.