Background: There is ample evidence to suggest that the motivation of teachers plays a significant role in the success of their students. While there is a substantial body of literature on teacher motivation, most of it is centered on schools and universities. Objectives: This article presents an analysis of the perception of motivation among teachers in community colleges in Nepal, using Adams’ equity theory of motivation as a framework. Findings: The study was conducted using an interpretive phenomenological design, analyzing the audio transcriptions of semi-structured interviews with 12 teachers who held full-time positions at four different community colleges in Nepal. The results revealed that teachers in community colleges enjoyed their work, experienced positive attitudes, and had a conducive work environment. Furthermore, community college teachers expected equitable treatment in terms of policies and practices, salary and benefits, administrative procedures, opportunities for professional growth and development, and recognition from their institutions. Contributions: This information can be used to inform policy and practice in community colleges in Nepal, as well as in other similar contexts.
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