In the field of education, considerable attention is devoted to strategies for enhancing the attractiveness of careers within educational institutions. In Lithuania, demographic and economic shifts present significant challenges: the proportion of older teachers within the teaching workforce is steadily increasing, while a relatively small number of young individuals are entering the profession. Notably, fewer than 15% of graduates from initial teacher education programs pursue careers in teaching (Education and Training Monitoring Bulletin Lithuania, 2019). According to the Lithuanian Employment Service (2023), the need for preschool and primary education teachers, especially those who can work with students with special needs, is growing significantly, especially in South-West Lithuania.

Mitchell (2020) emphasizes that the effectiveness of a school is closely linked to the nature of its community, which should be inclusive, collaborative, supportive—marked by positive interpersonal relationships—and oriented toward continuous learning and reflection. However, the current situation in Lithuania, characterized by a shortage of teachers and the low retention of young graduates in pedagogical careers, underscores the necessity of examining factors that influence school effectiveness. Such an examination is essential to understand the underlying causes of low teacher motivation and to develop strategies for enhancing it.

Motivation is a well-established area of inquiry within contemporary psychology, management, and educational sciences. It is commonly defined as a complex interplay of beliefs and emotions that guide and influence human behaviour (Martin & Dowson, 2009), as well as the processes that initiate, sustain, and direct such behaviour (Sinclair, Dowson, & McInerney, 2006).

This presentation outlines the findings of a teacher focus group grounded in the theoretical framework of Herzberg’s motivation-hygiene theory (Herzberg, 1968). According to this theory, job satisfaction arises primarily from intrinsic motivational factors—such as recognition and opportunities for advancement—whereas job dissatisfaction stems from extrinsic hygiene factors, including salary, working conditions, and administrative support, particularly when these are insufficiently addressed.

The aim of this presentation is to analyse and discuss the results of focus group research investigating teacher motivation. Specifically, it seeks to identify effective motivational tools that support the retention of current teachers and enhance the appeal of the teaching profession to younger cohorts. The results of a focus group study with 80 graduates of the pedagogical study field in South-West Lithuania in June 2025 showed the following effective motivational measures for teachers: internal motivational factors (vocation, love for children, desire to feel needed) and external factors (increasing salary, financial and moral encouragement, improvement of working conditions, assistance in inclusive education, mentoring, etc.). The most effective factors are also noted as the emotional microclimate at school, conditioned by teamwork, formal and informal communication. The study revealed the incentive measures of the municipality and school leaders. Respondents identified negatively factors, what made effect on the prestige of pedagogical work in society.

Keywords: preschool and primary education, teacher motivation, motivational tools for pedagogical work.