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This study investigated the role of external policy interventions in explaining the trend of school educators’ professional intrinsic motivation. Through the explanatory sequential design of the mixed study, we first described the trend in the intrinsic motivation of a total of 1 470 school educators between 2012, 2014, 2016 and 2018 by four-legged cross-sectional sub-studies. Then, we collected retrospective narrative data to give meaning the trend. We analyzed the data by descriptive statistics (F and Ƞ² tests) and content analysis. At the end of the study, we found out a negative significant trend in educators’ intrinsic motivation as the years progressed. Past experiences of educators indicated the meaningful role of external policy interventions in generating this trend.

Analysing the Role of External Policy Interventions in Explaining the Trend of School Educators' Intrinsic Motivation