Staff motivation factors in the public sector - case of public education professionals in morocco: Modeling test

Abstract

In the era of new public management, the reform of the field of national education, in Morocco and elsewhere, is one of the concerns of successive governments over the past three decades.

The success of any attempt at reform is conditioned by taking into account the expectations of women and men operating in the education sector. Teacher motivation is therefore the cornerstone of the performance of any education system.

Since the twentieth century; Work motivation has been the subject of various studies which have developed behavioral theories intended to explain how it works and its consequences in work relationships. The growing interest in the topic of motivation at work is directly linked to the history of the evolution of companies in terms of the search for performance.

In this regard, the motivation of professionals is an important factor to be aware of in order to develop sustainable actions, within the framework of strategic human resources management, particularly in the field of education and training.

Noting that in the field of education, and mainly that of public education, there is still little work that has been interested in this theme, our study would aim to identify the determinants of the motivation of teachers in the public sector. The work of this research will draw inspiration mainly from Herzberg's bifactor theory (1966), but also from the work of Maslow (1954), Vroom (1964), McGregor (1973), McClelland (1971) and other authors, who sought, with their theories, to demonstrate that employee motivation is mainly intrinsic, that is to say linked to the own content of the work.

JEL Classification : M12

Paper type : Theoretical research