• Suman Mondal

Teacher motivation significantly influences the quality of education, shaping student outcomes and the broader educational landscape. In West Bengal, socio-economic factors present unique challenges and opportunities that affect student teacher motivation. This study examines how socio-economic variables influence the motivation levels of secondary school student teachers, offering insights into policy development and professional support systems. Objective The research aims to explore the relationship between socio-economic factors—such as income, family background, and community environment—and the motivation of secondary school student teachers in West Bengal. It also investigates how these factors interact with student teachers' professional aspirations and job satisfaction. Methods The study utilized a quantitative approach, surveying 126 secondary school student teachers from two districts in West Bengal. Data were collected through a structured questionnaire, encompassing socio-economic variables and a validated student teacher motivation scale. Descriptive statistics, including mean and standard deviation, were employed to summarize the data. Pearson's correlation coefficient was used to analyze relationships between socio-economic factors and motivation, while a t-test assessed differences in motivation across demographic subgroups. Results The findings revealed a significant positive correlation (r=0.62, p<0.01) between socio-economic status and student teacher motivation, indicating that student teachers with higher socio-economic stability demonstrated greater motivation levels. The t-test results highlighted significant differences in motivation between student teachers from urban and rural areas (t =3.45, p<0.01), with urban student teachers reporting higher motivation scores. Additionally, student teachers from families with higher educational attainment exhibited stronger intrinsic motivation. Conclusion Socio-economic factors are pivotal in shaping the motivation levels of secondary school student teachers in West Bengal. Teachers with stable financial conditions and supportive family environments show higher motivation, which positively impacts their professional performance. The study underscores the need for targeted interventions, such as financial incentives and professional development opportunities, to bolster motivation among student teachers, especially in socio-economically disadvantaged regions.

Teacher motivation, socio-economic factors, secondary education, West Bengal, Pearson correlation, t-test, urban-rural disparity, professional development.

"Socio-Economic Factors and Their Influence on Student Teachers’ Motivation in Secondary Education Schools: A West Bengal Perspective", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 1, page no.d672-d683, January-2025, Available :http://www.jetir.org/papers/JETIR2501381.pdf

"Socio-Economic Factors and Their Influence on Student Teachers’ Motivation in Secondary Education Schools: A West Bengal Perspective", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 1, page no. ppd672-d683, January-2025, Available at : http://www.jetir.org/papers/JETIR2501381.pdf