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An Analysis of the Relationship Between Motivation and Performance of Educators as Tutors in Open and Distance Learning
Abstract
Motivation is essential for enhancing productivity and performance, securing a competitive edge, and meeting organisational goals. This principle is equally relevant for educators serving as tutors (henceforth, the word 'tutors' denotes educators serving as tutors) in Secondary Education (SE) through Open and Distance Learning (ODL). Literature indicates that SE tutors often experience a significant lack of motivation, adversely impacting their performance and overall effectiveness. Given that ODL heavily relies on tutors to bridge remote instruction and learner success, examining the factors that motivate them is essential for addressing performance challenges, strengthening tutor effectiveness, and sustaining institutional quality. This paper examines the relationship between motivation and performance among tutors as tutors in ODL.
The study used the Systematic Literature Review (SLR) method, ensuring a structured and rigorous approach to synthesising existing research. The theoretical basis of this paper is to be established by integrating motivation and performance-related theories, thereby creating a comprehensive analytical framework. A critical analysis of selected studies focused on various motivation and performance models over the past 10 years (between 2015 and 2025). This paper systematically reviews empirical findings and clarifies the benefits of optimal performance among SE tutors serving as tutors in ODL. The findings provide insights into addressing current motivational gaps that impede tutors’ performance, offering evidence-based recommendations for enhancing their motivation and effectiveness.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 1635
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2025-09
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Commonwealth of Learning (COL)