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motivation, teachers, primary schools, development, professional development
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Pham PT, Thi Hoang Yen D, Nguyen TH et al. MOTIVATIONAL SOLUTIONS FOR PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS: A CASE STUDY IN CAN THO CITY [version 1; peer review: awaiting peer review]. F1000Research 2026, 15:811 (https://doi.org/10.12688/f1000research.179861.1)
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Research Article
MOTIVATIONAL SOLUTIONS FOR PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS: A CASE STUDY IN CAN THO CITY
[version 1; peer review: awaiting peer review]
PUBLISHED 26 May 2026
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Abstract
Corresponding author:
Minh Tan Nguyen
Competing interests:
No competing interests were disclosed.
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The author(s) declared that no grants were involved in supporting this work.
Copyright:
© 2026 Pham PT et al.
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
How to cite: Pham PT, Thi Hoang Yen D, Nguyen TH et al. MOTIVATIONAL SOLUTIONS FOR PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS: A CASE STUDY IN CAN THO CITY [version 1; peer review: awaiting peer review]. F1000Research 2026, 15:811 (https://doi.org/10.12688/f1000research.179861.1)
First published: 26 May 2026, 15:811 (https://doi.org/10.12688/f1000research.179861.1)
Latest published: 26 May 2026, 15:811 (https://doi.org/10.12688/f1000research.179861.1)
1. Problem statement
Fostering work motivation among primary school teachers constitutes one of the key supportive strategies that directly influence various aspects of educational management. It is a critical factor in stimulating professional passion, emotional commitment, and intrinsic enthusiasm in teaching. Effective motivational mechanisms not only enhance subject-specific instructional quality but also contribute significantly to the overall development and institutional performance of the school. In reality, efforts to enhance the quality of primary school teachers have primarily centered on providing professional training and skill enhancement. However, there remain limited effective measures for building a supportive environment and fostering motivation for teacher development. Ninh Kieu District, located in Cantho City, has 22 primary schools. Over the past years, educational authorities have implemented various solutions to develop the teaching workforce in general, including primary school teachers, such as workforce planning, training organization, and professional development. Despite these efforts, the implementation of localized motivation-enhancing policies and the creation of a supportive school culture tailored to the district’s unique socio-educational context have been limited, poorly articulated, and largely ineffective.
This study investigates theoretical foundations related to creating a supportive organizational environment and fostering work motivation for the development of primary school teachers. Building upon this theoretical framework, it evaluates the current state of such initiatives across primary schools in Cantho City, and proposes several solutions to enhance the quality of the environment and motivation strategies for the primary school teacher development in Ninh Kieu District, Cantho City.
2. Literature review
Research on teacher motivation in Asia and Sub-Saharan Africa highlights, “salary-related motivation appears to play a dominant role for teachers in low-income countries, where salaries and other material benefits fail to meet the basic survival needs of individuals and their families. Only when these fundamental needs are met can higher-level needs be addressed—namely, the need for genuine job satisfaction.”1
Herzberg’s Two-Factor Theory2 provides a detailed analysis of how environmental factors affect employee work motivation. In the context of educational institutions, the working environment encompasses both physical and psychological dimensions. Within the field of occupational psychology, researchers have extensively examined the relationship between physical working conditions and employee motivation, concluding that such environmental factors have a significant impact not only on motivational levels but also on job performance. A school that is clean, green, aesthetically pleasing, and well-equipped exerts a considerable influence on teachers’ emotional state and overall work attitude. However, the psychological work environment—comprising workload pressures and the prevailing organizational climate—has been found to exert a much stronger influence on teacher motivation. A friendly, democratic, stable, cheerful, and harmonious work environment undoubtedly enhances the confidence of each staff member and teacher, stimulates creativity, and strengthens teachers’ commitment to the school. Motivational enhancement can also be achieved through rational job design and task allocation that align with individual competencies and interests.
Teacher job satisfaction is commonly categorized into two main types: extrinsic satisfaction and intrinsic satisfaction. Extrinsic satisfaction refers to tangible aspects provided by the institution, such as salary, collegial relationships, retirement schemes, health insurance benefits, and organizational care. In contrast, intrinsic satisfaction arises from internal factors, including the complexity of tasks, scope of responsibility, opportunities to apply professional skills, the ability to help others, and the personal enjoyment derived from engaging with challenging yet meaningful work. Both dimensions play a vital role in enhancing teacher motivation and instructional effectiveness.3
According to Alam and Farid,4 several factors influence teachers’ teaching motivation including career choice, socioeconomic status, self-confidence, personality traits, classroom environment, student behavior, collegial relationships, pressure from assessments and evaluations, as well as the presence of rewards or incentives. Sadiku5 further emphasizes that motivational factors contributing to greater teacher satisfaction include teacher-student relationships, peer relationships, and the intrinsic motivation derived from teachers’ career choice.
Teacher motivation is not solely rooted in individual traits; rather, it is significantly shaped by the surrounding work environment. According to Bukhari et al.,6 factors such as administrative support, favorable working conditions, positive collegial relationships, clear opportunities for career advancement, and adequate compensation play a pivotal role in fostering intrinsic motivation among teachers. These factors contribute not only to a sense of appreciation and professional recognition but also to higher levels of job satisfaction. Gyimah7 also affirms that job satisfaction, coupled with a fair reward system and continuous professional development programs, serves as a foundational basis for sustaining and enhancing teachers’ instructional motivation. In addition, Esterlina & Hariani8 highlight the strong correlation between school principals’ leadership competence and motivational capacity with teachers’ work performance, underscoring the pivotal role of school leadership in shaping a positive school climate. This is closely related to teachers’ performance, highlighting the crucial role of school leaders in fostering a positive educational environment.
The study conducted by Haidari et al.9 at Aqchah School involved 151 participating teachers and utilized a 38-item questionnaire to investigate factors influencing work motivation. The survey explored variables such as career choice, socioeconomic status, self-confidence, classroom anxiety, collegial relationships, performance-related pressure, and incentive-driven motivation. The findings revealed that the most significant factor affecting teacher motivation was the quality of collegial relationships, followed by career choice, classroom anxiety, socio-economic conditions, self-confidence, test-related stress, and rewards. The study underscores the importance of cultivating a positive work environment, fostering supportive social interactions, and ensuring reasonable income levels in sustaining teacher motivation and improving teaching effectiveness.
In the study “Why Employees Lose Their Motivation,” published in Working Knowledge for Business Leaders, the authors concluded that employees highly value being recognized for a job well done and genuinely appreciated for their contributions. Meaningful praise was found to have a powerful motivational effect.10
Work motivation shaped by the working environment has been widely acknowledged by scholars, with multiple studies confirming that work-related pressures embedded within the organizational context significantly influence employee motivation.11
In summary, existing research consistently emphasizes the critical role of motivation in the professional development of teaching staff.
2. Research methodology
This study employs a combination of research methods as follows:
(i) Theoretical synthesis method: This involves the analysis, synthesis, and systematization of theoretical perspectives related to the construction of a supportive working environment and the enhancement of work motivation for the professional development of primary school teachers.
(ii) Questionnaire survey method: A structured questionnaire was administered to examine the current practices in building working environments and promoting teacher motivation in primary schools in Ninh Kieu District, Cantho City.
(iii) Documentary review method: This method involves reviewing official documents, including Party directives, State legal frameworks, policy guidelines from the Ministry of Education and Training, and the 2023–2024 academic year summary reports on primary education implementation in Ninh Kieu District.
(iv) Interview method: Both direct and indirect interviews were conducted, with indirect interviews implemented via structured interview forms.
3. Research findings
3.1 Theoretical foundation for motivating the development of primary school teachers
3.1.1 Primary school teachers
A primary school teacher is a professional title under the category of teaching professionals, as defined in Article 2 of Circular No. 02/2021/TT-BGDĐT,12 and coded as V.07.03.28. Primary school teachers are responsible for teaching and guiding pupils from Grade 1 to Grade 5. Their core duties include facilitating knowledge acquisition, developing essential skills, and laying a solid educational foundation for pupils’ future learning pathways.
According to the Dictionary of Education,13 the teaching workforce is defined as a collective of individuals engaged in educational and teaching activities who meet the required standards of ethics, professional knowledge, and pedagogical skills. As the core force that determines the effectiveness of a school’s educational operations, the teaching staff must be comprehensively developed. This includes ensuring an adequate number of teachers, alignment with subject-specific teaching structures, and a balanced demographic composition in terms of gender and generational representation.14 In a broader sense, a “staff” is defined as a group of individuals sharing similar functions, responsibilities, or professional roles, forming a cohesive force operating within an organizational system.
The primary school teaching workforce refers to a group of primary school teachers organized as a collective force to fulfill the objectives of primary education. This workforce possesses distinct characteristics: primary school teachers are considered multi-functional educators, as they are responsible for teaching multiple subjects, assuming homeroom responsibilities, and serving as foundational figures in shaping pupils’ personalities and values.
Within the scope of this article, the primary school teaching workforce is considered from two perspectives:
(1) The collective of teachers within a single primary school;
(2) The broader collective of primary school teachers in Ninh Kieu District, Cantho City.
3.1.2 Motivating the development of the primary school teaching workforce
Occupational motivation is defined as an individual’s aspiration and willingness to exert effort voluntarily toward achieving specific goals or outcomes.15 It also encompasses internal driving forces that stimulate individuals to work under conditions that enable high productivity and efficiency.16 Many studies have affirmed the strong correlation between work motivation and job performance. Carter and Shelton17 proposed the following formula to conceptualize work performance: P = A × R × M.
Where: P: Performance A: Ability R: Resources M: Motivation. This formula illustrates the importance of motivation in individual performance within an organization and, consequently, its impact on the overall organizational performance.17
Teachers are no exception. This was confirmed in a study by Brumback,18 which demonstrated a clear relationship between teachers’ job satisfaction and their teaching attitudes, as well as the academic performance of pupils. The study found a significant difference in pupils’ scores between those taught by teachers with high job satisfaction and those taught by teachers with low job satisfaction.18
In management and organizational settings, work motivation is frequently referred to as a key factor that enhances employee effectiveness. According to Nguyen,19 the concept of “motivation” in management refers to an internal driving force within each individual that determines both the degree and manner of effort exerted toward continuous achievement in the workplace.
When discussing employee motivation within organizations, managers often agree on several key points: Motivation is inherently tied to one’s job, the organization, and the working environment. There is no such thing as abstract or generalized motivation that is detached from specific work tasks. From a psychological perspective, motivation is closely associated with individual needs and manifests as dedication and commitment to one’s professional responsibilities—in the case of teachers, this is reflected in their wholehearted engagement with their work.
Based on the above definitions, motivating the development of the primary school teaching workforce can be understood as the process by which educational management authorities—within their respective administrative levels—build a supportive environment aligned with job requirements and the development goals of the school. In addition, it involves the formulation and implementation of policies, strategies, and managerial interventions that directly impact individual teachers, thereby encouraging each educator to maintain a proper mindset and attitude toward personal growth and organizational development.
3.1.3 Key elements in motivating the development of the primary school teaching workforce
As discussed in the literature review, Herzberg’s Two-Factor Theory offers a detailed analysis of how environmental factors affect employee motivation. Within a school organization, the working environment encompasses both physical conditions and psychological climate. Developing a motivating environment through building a consensual and collaborative teaching staff is a critical and decisive factor. “In a narrow sense, staff consensus refers to cultivating solidarity among teachers within the pedagogical team; more broadly—and more profoundly—it means transforming the teaching workforce into a learning organization within the school”.16
Thus, building an environment conducive to the development of the primary school teaching workforce involves the following:
- Establishing a school culture and a culture of quality: This includes fostering a friendly learning environment and active student participation; promoting teachers’ ethics, self-directed learning, and creativity; cultivating a shared institutional culture; encouraging societal engagement in education; stimulating healthy professional competition; and creating opportunities for both individual and institutional growth. This environment becomes a foundation where all members are inspired to strive, learn, and improve together.
- Organizing a positive, friendly, and effective school environment: A positive working environment is reflected in a vibrant teaching and learning atmosphere, characterized by scientific rigor, a spirit of healthy competition for progress, and alignment with the school’s overarching goals—such as its vision, mission, development strategy, and educational philosophy. Each member of the school community should feel genuinely happy and balanced within a pedagogical environment characterized by harmonious relationships— whether among colleagues, between teachers and pupils, or between the school and external stakeholders. These factors foster a sense of responsibility and engagement among staff, encouraging active participation in the school’s operations, strategic goals, and institutional mission. As a result, members experience fairness, mutual respect, and a stronger awareness of their individual value and contributions to the collective success of the school.
- Establishing a culture of school management: This refers to a management trend grounded in democratic principles, order, and discipline within the school, enabling teachers to clearly understand their goals, orientations, and the nature of their work. A positive and appropriate school culture fosters harmonious relationships among administrators, teachers, and staff within the pedagogical community, as well as between teachers and pupils. At the same time, it helps to create a working environment that is comfortable, joyful, and healthy. This cultural foundation serves as a psychological catalyst for creativity—an essential component in educational practice, where the central subjects are knowledge and human development.
- Establishing external linkages beyond the school such as forming school clusters within a district, town, or city; creating professional clubs; and organizing inter-regional exchange programs to facilitate the sharing of best practices. These initiatives aim to broaden the developmental environment for primary school teachers
- Building the tripartite relationship among family – school – and society in order to enhance the quality of primary education and foster the professional development of primary school teachers.
(2) Motivating the development of the teaching workforce through management policies
- Fully implementing national policies and formulating localized policies that address the diverse needs of different groups of teachers, such as those teaching in disadvantaged areas or those recognized as outstanding teachers.
- Enhancing motivation through a performance-based evaluation system, whereby effort leads to measurable achievements, and those achievements result in outcomes or rewards aligned with teacher expectations. This approach requires educational managers to clearly understand the direct relationship between effort and performance, between performance and outcomes, and to ensure that the resulting rewards are meaningful and desirable to teachers.
- Strengthening motivation through policies that promote teacher training, professional development, and opportunities for career advancement.
The policy-related aspects of teacher motivation discussed in this paper are examined and evaluated based on the actual conditions in primary schools within Ninh Kieu District, Cantho City.
3.2 Current situation of motivating the development of primary school teachers in Ninh Kieu District, Cantho City
Ninh Kieu District, located in Cantho City, currently has 22 primary schools, with a total of 836 primary school teachers. Among them, 92.8% (776 out of 836) meet the national qualification standards, while 1.6% (13 out of 836) possess qualifications exceeding the standard.20
- Survey participants: to examine the current situation regarding motivation in the development of the primary school teaching workforce, the study conducted a survey involving three groups: 270 primary school teachers, 45 school administrators, and 8 officials and specialists from the District Departments of Education and Training (DoET).
- Survey content: (1) The current status of motivation through the construction of a developmental working environment for primary school teachers;
The current status of motivation through policy implementation aimed at developing the teaching workforce.
Survey results:
3.2.1 Current status of motivation through the construction of a developmental environment for primary school teachers
To assess the current status of motivation through the construction of a developmental environment for primary school teachers, the study conducted a survey based on six key aspects. The results are presented in Table 1.
Table 1. Current status of constructing a developmental environment for the primary school teaching workforce.
The survey results indicate a noticeable difference in evaluation perspectives among the three respondent groups regarding this area. The DoET officials rated the effectiveness of these initiatives lower than school administrators and teachers. Among the groups, school administrators provided the most favorable evaluations of environmental construction activities. Overall, the responses were rated at average to fairly high levels, with a few items approaching the “good” threshold (mean scores ranging from 3.47 to 4.48) This suggests that local authorities have shown a degree of attention toward establishing a supportive environment for teacher development. Among the six surveyed aspects, Item 2: Organizing a positive, friendly, and effective school environment received the highest evaluation across all respondent groups (Mean score: Teachers 4.20; Administrators: 4.48; DoET officials: 3.97). These results are consistent with the findings of Alam and Farid4 and Haidari et al.,9 which suggest that a friendly working environment and positive peer relationships within the school contribute significantly to enhancing teacher motivation. Next, Item 3: Establishing a culture of school management received the highest ratings in terms of implementation (Mean scores: Teachers 4.16; Administrators: 4.42; DoET officials: 3.96). In contrast, Item 5: Building a tripartite relationship family, school, and society received the lowest ratings across the four surveyed aspects (Mean scores: Teachers 3.45; Administrators: 3.79; DoET officials: 3.59). Items 4 (Creating external linkages) and 6 (Improving physical infrastructure and teaching facilities) also received average to fairly good ratings. A general analysis of the survey data shows that the first three items (1, 2, and 3) were rated as being more effectively implemented compared to the last three items (4, 5, and 6). To further substantiate these quantitative findings, the study also conducted interviews with two school administrators and eight primary school teachers from Vo Truong Toan Primary School and Mac Dinh Chi Primary School.
Interview questions and findings: (1) Could you share the main challenges in building a professional development environment for teachers? Although respondents expressed diverse opinions when answering this question, a common theme emerged: external environmental factors were consistently identified as major obstacles. Specifically, participants pointed to the following limitations: difficulties in establishing strong partnerships with parents and the community; inadequate development of physical facilities, teaching equipment, and information technology infrastructure; and insufficient inter-school collaboration through school clusters.
These interview findings are logically consistent with the survey results. This implies that while primary schools have been relatively effective in developing internal school environments, significant challenges remain in building external environments that support teacher development. Field research conducted at the participating primary schools revealed that these challenges stem largely from a combination of factors: a high degree of dependence on parental engagement, the economic and social development conditions of Ninh Kieu District, and the lack of strong coordination among primary schools within the district.
3.2.2 The current status of motivation through policy implementation aimed at developing the teaching workforce
The author assessed this issue through several specific aspects, with the corresponding survey results presented in Table 2 below:
Table 2. Current status of motivation through policy implementation aimed at developing the teaching workforce.
The results show a divergence in evaluations among the surveyed groups. Specifically, school administrators and DoET officials rated the effectiveness of these policy-related activities more positively than teachers. Based on the analysis of reports from DoET and the survey data collected from all respondent groups, the following observations can be made:
The implementation of national policies for the primary school teaching workforce has been carried out comprehensively and in accordance with official regulations (Item 1: Mean scores: Teachers 3.81; Administrators: 4.19; DoET officials: 4.19). The District DoET has also advised the People’s Committees of various districts to adopt appropriate policies for specific teacher groups, such as outstanding teachers or those facing difficult family circumstances. However, during the implementation process, the effectiveness and actual impact of these policies on teachers remain limited. The majority of policies are executed at the national level, with district authorities yet to develop targeted, localized policies for specific groups of teachers. Notably, this issue received the lowest rating among the surveyed components (Item 2: Mean scores: Teachers 3.95; Administrators: 3.88; DoET officials: 3.53). The education management authorities have implemented proactive and appropriate solutions to encourage and facilitate teachers’ participation in qualification upgrading programs and professional development courses organized at various levels (Item 3 – Teachers: 3.86; Administrators: 4.08; DoET officials: 3.54). However, field data reveal that support for such participation remains limited to scheduling flexibility, while financial support for course fees is lacking. Additionally, teachers are often required to manage multiple responsibilities concurrently while attending these courses. Meanwhile, performance-based recognition and reward mechanisms have received significant attention from educational managers and have produced demonstrably positive effects on teacher motivation. (Item 4: Mean scores: Teachers: 4.02, Administrators: 3.97; DoET officials: 4.29). This item received the highest rating among all surveyed policy-related components. These findings are consistent with the research of Michael,10 which emphasized that reward systems contribute to a sense of respect and recognition for teachers’ dedication, thereby strengthening their intrinsic motivation and reinforcing overall instructional commitment within the school.
Thus, the existing limitations and shortcomings in organizing management activities to motivate the development of the primary school teaching workforce represent not only challenges but also opportunities. These issues call for education authorities at all levels to adopt appropriate solutions that simultaneously build upon existing strengths and address persistent weaknesses in current practices.
3.3 Solutions for motivating the development of the primary school teaching workforce
3.3.1 Building a developmental environment for the primary school teaching workforce
To effectively implement this solution, educational management authorities should focus on the following key actions:
- Building a cohesive, proactive, and friendly pedagogical community: This includes rational task allocation, creating favorable working conditions, respecting and encouraging teachers to take initiative and demonstrate creativity in their work. Accurately assessing and leveraging individual strengths, while providing professional growth opportunities for every teacher, are critical elements that enhance teachers’ engagement and satisfaction. Attention should also be given to teachers’ material and emotional well-being; ensuring the effective implementation of democratic governance within the school; and promoting the role of mass organizations and teacher associations in building trust and motivation within the teaching staff.
- Building a friendly and supportive educational environment: This involves cultivating a psychologically healthy school climate; fostering cooperative, trusting, respectful, and united working relationships among administrators, teachers, and staff; promoting friendly, compassionate, and fair teacher–pupil interactions that consider the individual needs of each pupil; encouraging friendly and collaborative peer relationships among pupils; and establishing strong connections between families, schools, and the local community.
- Establishing a school management culture and transforming the school into a learning organization: School administrators must possess the necessary ethical qualities and professional competencies of effective educational leaders. They should strategically plan action programs that attract and engage teachers, and organize various initiatives and movements to promote a culture of continuous learning and pedagogical creativity. Horizontal relationships within the school should be strengthened to ensure collaboration and cooperation among individuals and departments in fulfilling schools’ goals. Additionally, it is essential to develop internal forums for information exchange—particularly concerning professional knowledge and teaching practices that support teachers’ professional growth. Primary school principals should also cultivate a “culture of supervision” and uphold democratic governance in school operations.
- District DoET should establish a school cluster management system based on the following principles: The principle of supporting teacher training and professional development goals; The principle of fostering cooperation and collaboration among schools.
- Creating supportive conditions for the development of the primary school teaching workforce: These conditions encompass both instructional facilities and teachers’ basic living conditions. Specific measures include the expansion of physical infrastructure, enhancement of teaching equipment, and the construction of subject-specific classrooms.
3.3.2 Enhancing the effectiveness of policy implementation and developing localized policies to motivate and advance the primary school teaching workforce
- Fully implement existing State and sectoral policies for primary school teachers: This involves concretizing national policy frameworks, ensuring that all benefits and entitlements are delivered to teachers in a fair, sufficient, and reasonable manner. Emphasis should be placed on the motivational and incentive aspects of policy, with the goal of improving work performance and promoting better teaching and learning outcomes.
- Develop and refine localized policy mechanisms for teacher development tailored to the specific needs of different subgroups within the teaching workforce. These include: Policies for outstanding teachers at various levels; Appointing high-performing teachers to management positions—not merely to enhance administrative capacity, but also as a form of recognition and reward for pedagogical excellence; Mobilizing permissible financial resources to support outstanding teachers in accessing advanced training and professional development opportunities.
- Implement a fair, democratic, and timely reward and recognition system for primary school teachers: Actively commend exemplary individuals, honor educational role models, and systematically document and disseminate best practices across the sector to encourage replication and scaling.
4. Discussions
The primary school teaching workforce constitutes a fundamental component of the educational process and serves as a prerequisite for ensuring the effectiveness and quality of primary education, which in turn contributes to the broader goals of the education and training system. Therefore, in both short-term and long-term planning, teacher-related policies are often placed at the center of educational policy and strategic development. While traditional concerns such as teacher quality and workforce size are frequently addressed, teacher motivation must also receive special attention. However, for motivational policies to be effectively translated into practice, policy makers must adopt a comprehensive approach that carefully considers all aspects of policy formulation and implementation.
The studies on motivation for both individual and organizational development discussed in this paper serve as a theoretical foundation for educational management authorities to apply creatively and contextually—tailoring approaches to specific groups of teachers and teaching staff at different educational levels and within various localities and school contexts. Within the scope of this paper, the author applied motivational theories to assess the current situation at primary schools in Ninh Kieu District, providing a basis for proposing solutions aimed at improving the quality and effectiveness of teacher motivation strategies. The core components examined in the survey reflect the expression of school culture and quality culture, which together constitute the professional environment in which teachers strive to learn, grow, and improve. Therefore, the proposed solutions for motivating the development of the primary school teaching workforce in Ninh Kieu District are well-aligned with the actual conditions of local schools and hold potential for creative adaptation in other primary schools across Cantho City.
The research findings indicate that the organization of a positive, friendly, and effective school environment was highly rated by all respondent groups. This aligns with the studies by Alam and Farid,4 as well as Haidari et al.,9 which confirm that a supportive working environment and strong collegial relationships play a significant role in enhancing teacher motivation. In addition, policies on performance-based rewards and recognition were also rated highly for their impact on professional motivation. This is consistent with Michael’s10 conclusion that reward systems positively influence teachers’ work motivation by reinforcing a sense of value and recognition for their dedication to teaching.
Ethics and informed consent statement
This study involved adult participants only, including primary school teachers, school administrators, and education officials in Ninh Kieu District, Can Tho City, Vietnam.
Data were collected through online questionnaires, semi-structured interviews, and focus group discussions. Participation was entirely voluntary, and all participants were informed about the purpose of the study, research procedures, and the intended academic use of the data before participation.
Informed consent was obtained from all participants prior to their involvement in the study. Participants were informed that they could withdraw from the study at any time without consequence.
No personally identifiable information was collected, and all responses were anonymized to protect participant confidentiality.
As this study involved non-sensitive educational research with adult participants and did not involve medical interventions or vulnerable populations, no formal institutional ethics review process was required under the applicable institutional context.
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Pham PT, Thi Hoang Yen D, Nguyen TH et al. MOTIVATIONAL SOLUTIONS FOR PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS: A CASE STUDY IN CAN THO CITY [version 1; peer review: awaiting peer review]. F1000Research 2026, 15:811 (https://doi.org/10.12688/f1000research.179861.1)
NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article.
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