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Abstract

This study examined predictors of work task motivation among secondary-school teachers in Bengaluru, India—a rapidly urbanizing education context marked by diversity and workload challenges. Survey data from 756 teachers were analyzed using multiple regression models. Instructional design explained the largest variance in motivation (R² = 25.1%), followed by affirming school environments (R² = 23.2%) and teachers’ social–emotional competence (R² = 15.2%). Key predictors included social–emotional instruction (β = .312), cooperative learning (β = .170), warmth and support (β = .299), and social awareness (β = .198). Female teachers showed stronger motivation in collaborative settings, and experienced educators benefited more from supportive climates. Findings align with OECD and UNESCO evidence emphasizing that supportive environments and structured pedagogy are central to sustaining teacher motivation and retention.

Keywords

teacher motivation instructional design social–emotional competence school climate urban education

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Understanding Teacher Work Motivation: Structural,Relational,and Emotional Predictors from India's Urban Classrooms

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