The primary objective of this study was to delve into demotivating factors affecting teachers across various educational settings, namely university, school, and institute environments. Also, the study aimed to investigate the strategies through which teachers’ demotivation can be reduced. Utilizing a comprehensive mixed methods approach, the research incorporated a demotivation questionnaire adapted from Sugino's research (2010), which was completed by 327 teachers. Additionally, qualitative insights were gathered through interviews conducted with 30 educators to discover the strategies to discern effective strategies for diminishing teacher demotivation. A comprehensive analysis revealed a consistent pattern of demotivating elements prevalent among all three teacher groups. The study highlighted that inadequate salary was the predominant demotivator among educators across the board, irrespective of the educational sector. Alongside this, the absence of bonuses was notably flagged as another key contributor to teacher demotivation universally. The qualitative interviews, particularly with language institute teachers, emphasized a unanimous sentiment regarding the pivotal role of increased salaries in significantly boosting motivation levels within this specific educational context. Finally, the findings can be beneficial for academics not only in the field of TEFL but in any field of study as teachers’ demotivation is on the increase.
