How to promote intrinsically versus extrinsically motivated teachers’ job satisfaction: Exploring individual and school factors

Job satisfaction is essential for teachers’ well-being and education quality. Using Korean Educational Longitudinal Study data from 3677 elementary school teachers, we conducted sequential regression to systematically examine distinct levels of job satisfaction predictors and multigroup analysis to explore how demographic, individual, and school-level factors differentially predicted satisfaction among teachers who chose their career primarily for intrinsic versus extrinsic reasons. Self-efficacy in teaching was more salient for intrinsically motivated teachers, while passion among colleagues was more salient for extrinsically motivated teachers. The findings highlight the need for nuanced, individualized efforts targeting both teachers and school climate to enhance job satisfaction. • We examined demographic, individual, and school-level predictors of job satisfaction. • Teachers' extrinsic and intrinsic job selection motives moderated some predictions. • Teaching self-efficacy (SE) was significant for intrinsically motivated teachers. • Classroom management SE and collegial passion were significant across both groups. • The effect of collegial passion was greater for extrinsically motivated teachers.