A Motivational Model for Knowledge-Based Teachers Facing Anomalies (From Full-Time to Part-Time)

In today's turbulent work environment, knowledge-based teachers, especially at lower levels of educational management, face numerous challenges that can affect their motivation and commitment, increasing their inclination to leave full-time positions and turn to part-time work. Therefore, examining this anomaly can impact the country's educational performance. In this regard, the present study relies on Self-Determination Theory to investigate the motivations of this group of teachers for changing their employment status. Through a field study method, 40 part-time teachers in an emerging economy were interviewed, and the data obtained from the interviews were analyzed using map analysis. The results indicate that factors related to the individual, colleagues, and the nature of the job play a key role in teachers' decision-making to change their employment status. Environmental and external anomalies, as a main stimulus, affect the social environment and employees' work motivation, creating feelings of job insecurity, anxiety, and reduced job satisfaction. In contrast, part-time work, by offering greater flexibility, provides an opportunity to reduce these pressures and create a balance between personal and professional life. This study can offer new insights into addressing such challenges.