Document Type : Original Research
Authors
1
PhD Candidate in Sociology, Iranian Social Issues concentration, Department of Social Sciences, Faculty of Humanities, University of Kashan, Kashan, Iran.
2
Department of Social Sciences, Faculty of Humanities, University of Kashan, Kashan, Iran
3
Department of Psychology, Faculty of Humanities, Aras International Campus, University of Tehran, Tehran, Iran
4
4. Bachelor of Nursing, Hamadan University of Medical Sciences, Hamadan, Iran
10.48310/itt.2026.23216.1379
Abstract
Background and Objectives: Acknowledging motivation's vital role in teaching quality and professional commitment, this qualitative phenomenological study conducted an in-depth analysis of the causes of occupational demotivation among teachers within Iran's educational context. Methods: The research utilized in-depth, semi-structured interviews to explore the lived experiences and personal perceptions of ten purposively sampled teachers from Nahavand County during the 2025-2026 academic year. Data analysis followed Colaizzi's seven-step method. Findings: The analysis resulted in the extraction of six main themes and thirty-three sub-themes. The core themes identified were: 1) Upstream structural problems, 2) Downstream structural problems, 3) Cultural decline of society, 4) Negative relationships with colleagues and administrators, 5) Personal problems and work-life conflict, and 6) The absence of an indigenous and applicable educational theory. The findings conclusively demonstrate that teacher demotivation is a multidimensional, structural, and systematic phenomenon. It arises from a complex interplay of macro-level economic-political factors, mid-level managerial challenges, and individual-cultural elements. Conclusion: This study provides a comprehensive framework for educational policymakers and administrators, highlighting the necessity for a holistic, multi-level intervention strategy. Effective resolution requires concurrent actions: a fundamental revision of macro-level policies, substantive reform of school management practices, and targeted initiatives for individual teacher empowerment to address the systemic motivational crisis within the teaching profession.
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