Abstract
<jats:p>Aim. The aim of the study is to empirically assess the motivational structure of teachers working in Kalvarija municipality by analysing the relative importance of internal and external motivational factors. The study examines teachers’ priorities regarding working conditions, municipal support measures, and professional development opportunities, as well as their attitudes toward the application of generative artificial intelligence in pedagogical practice. Methods. A standardised questionnaire based on established motivation theories was used. The instrument consisted of 114 items covering sociodemographic characteristics, motivational factors, working conditions, recognition, professional development, and attitudes towards artificial intelligence. The survey was administered online in June 2025. Data from 86 teachers was analysed using descriptive statistics, non‑parametric tests, reliability analysis, and ranking methods. Results. The findings show that teachers’ motivation is primarily supported by opportunities for professional development, meaningful work, and recognition. According to Herzberg’s model, internal motivators were rated highest, whereas external hygiene factors such as job security and health insurance received lower evaluations. Ranking analyses revealed stable priority patterns (Kendall’s W = 0.31–0.56; Friedman p < 0.001). Conclusions. The results of the study indicate that teachers’ motivation in Kalvarija municipality is shaped by a combination of internal motivators and external hygiene factors. Job satisfaction and professional involvement are most strongly supported by opportunities for professional development, recognition, and a clear sense of meaning in pedagogical work. Practical application. The instrument can be adapted for use in other regions and countries and provides guidance for municipalities seeking to improve teacher motivation.</jats:p>