Teachers’ work motivation: An examination of predictors and outcomes through the lens of job demands-resources theory

We examined work motivation among 492 Australian teachers. Job resources (e.g., autonomy-supportive leadership) and job demands (e.g., autonomy-thwarting leadership) served as predictors of work motivation and, in turn, two outcomes (organizational commitment, emotional exhaustion). A global factor of self-determined motivation and four specific factors (identified, introjected, external regulation and amotivation) were examined. Job resources and demands played varying roles in relation to the motivation factors. In turn, global self-determined motivation predicted both outcomes as expected. Identified regulation predicted greater emotional exhaustion. Some job resources/demands were also linked with the outcomes. Findings identify factors relevant for fostering positive teacher experiences. • Teachers' motivation can be modelled by specifying global and specific factors. • Job demands and job resources uniquely predict global and specific motivation factors. • Global and specific motivation factors are differentially associated with outcomes. • Understanding teachers' motivation is vital to promote optimal psychological functioning.