Journal of Studies in Language, Culture and Society (JSLCS)
Volume 8, Numéro 4, Pages 175-198
2025-12-31
Intrinsic Motivation Amidst Extrinsic Challenges: A Self-determination Study Of Female Academics In Algerian Higher Education
Authors : Hammache Elkaina .
Abstract
This study investigates the motivational factors driving Algerian female university teachers to pursue academic careers. In recent years, an increasing number of women have entered the higher education sector, a trend that appears to be closely linked to evolving social and professional dynamics. The research focuses on three primary sources of motivation among these educators. A comprehensive literature review was conducted, drawing on established theories of motivation to frame the study. In this research, we adopt Self-Determination Theory (Deci & Ryan) as the foundational framework for examining the motivation of female higher education teachers. This theory offers a robust lens for understanding intrinsic motivation by emphasizing three basic psychological needs: autonomy, competence, and social relatedness. The empirical component involved a survey distributed across 67 higher education institutions in 17 wilayas, encompassing a sample of 434 female teachers. Through a mixed-methods approach combining a quantitative survey with qualitative analysis, this research reveals a nuanced, simultaneously encouraging and concerning portrait of the professional and motivational landscape faced by women in academia in Algeria. The findings clearly demonstrate that female academics are deeply motivated by intrinsic factors, in full alignment with our central hypothesis grounded in Deci and Ryan’s Self-Determination Theory (SDT). Their professional commitment is anchored in the fulfilment of three fundamental psychological needs: for the Autonomy, They highly value their pedagogical and intellectual freedom, perceiving it as an essential pillar of their professional identity with average scores above 71%. for the Competence; They exhibit high levels of proficiency in teaching, research, and student supervision, coupled with a strong sense of efficacy and mastery with average scores above 80%. For the Relatedness, they experience a strong sense of belonging within a supportive academic community, where collegial relationships are frequently characterized by camaraderie and mutual recognition with average scores above 80%too. These foundational elements enable 80% of the participants to experience a genuine sense of professional fulfilment, despite persistently substandard institutional, material, and social working conditions. Nevertheless, this high level of intrinsic motivation must not be mistaken for unlimited resilience. It coexists with a stark lack of institutional recognition, inadequate working environments (e.g., absence of personal offices, overcrowded classrooms, unsanitary facilities, and safety concerns), perceived inequities in remuneration and benefits, and a gendered career gap: although women constitute the majority among associate professors, they remain significantly underrepresented among full professors and in leadership roles. This paradox, highly committed professionals operating within an unsupportive system, represents both a national asset and an urgent warning.
Keywords
Intrinsic Motivation, Autonomy, Belonging, Competence, Gender Equity, Sustainable Development Goals.
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