Asmitha Sree and Meera Neelakantan
CHRIST (Deemed to be) University, Bangalore
Pages:282-290
The importance of teachers’ motivation in achieving workplace effectiveness and its
impact on student motivation underscores the significance of a high-quality education
system. However, there is a growing concern regarding the motivation levels of teachers
within educational systems. Hence, this research investigates the correlation between
the motivation of in-service teachers across different work tasks, their socio-emotional
skills, and their perceptions of the school environment. The study involved 111 in-service
private school teachers in Tamil Nadu, employing a convenient sampling method. Data
was collected through an online questionnaire-based survey, following which analysis
was conducted using Jamovi, with Spearman’s Correlational method employed to
examine the associations between the variables. The findings reveal a significant
connection between teachers’ intrinsic motivation and identified regulation with socioemotional competence, emphasizing the importance of personal investment in teaching.
Moreover, a positive perception of the school environment is linked to higher levels of
intrinsic motivation and identified regulation, particularly in class preparation, evaluation
of students, and teaching. These results align with Self-Determination Theory,
emphasizing the role of intrinsic motivation in promoting teacher well-being. This study
provides insights for educational institutions and policymakers to develop strategies
that improve teacher motivation by fostering socio-emotional competence, and cultivating
a positive school environment.