Background: Faculty members’ motivation for teaching plays a pivotal role in the quality of clinical education. This study aimed to identify factors influencing faculty members’ teaching motivation in the era of AI.
Method: This explanatory mixed-methods study was conducted concurrently in 2025. In the quantitative phase, 72 faculty members or non-faculty instructors were selected using stratified random sampling, and data were collected using a researcher-made questionnaire. The content validity of the instrument was assessed using the Content Validity Ratio (CVR) and Content Validity Index (CVI), while its reliability was established using Cronbach’s alpha. Quantitative data were analyzed using SPSS version 21 and the Friedman test. In the qualitative phase, 20 faculty members were selected through nested sampling, and data were collected using open-ended questions and semi-structured interviews. Qualitative sampling and data collection continued until data saturation was achieved and were analyzed using the inductive content analysis approach proposed by Elo and Kyngäs.
Results: Teaching motivation was influenced by individual, educational, organizational, and technological factors. The Friedman test revealed significant differences among the motivational dimensions (p < .001). Teaching competence (4.46 ± 0.44), reward and incentive systems (4.45 ± 0.59), and personal interest and motivation (4.44 ± 0.46) received the highest mean scores, whereas workload and responsibilities (3.77 ± 0.95) and educational policies and structures (3.90 ± 0.60) were rated lower. Qualitative findings highlighted the importance of teaching competence, fair rewards, positive student interaction, supportive environments, and the perceived capacity of AI tools to facilitate teaching.
Conclusions: The motivation of faculty members regarding teaching is multidimensional and influenced by individual, educational, organizational, and technological factors. Sustained engagement in teaching requires attention to competencies and the creation of supportive environments.