Exploring the Influence of Perceived Organizational Support, Rewards, and Personality on Preschool Teachers Motivation in Beijing, China

This study investigated the relationship and predictive influence of perceived organizational support (POS), rewards, and teacher personality on teacher motivation. Using a quantitative cross-sectional design, data were collected from 447 preschool teachers in Beijing, China, and analyzed using Pearson correlation and multiple linear regression in SPSS 26.0. The results revealed that the regression model was highly significant, accounting for 73.6% of the total variance in teacher motivation (R2 = .736, F (3, 443) = 412.060, p < .001). Among the predictor variables, rewards emerged as the strongest positive predictor (β = .752, p < .001), followed by personality (β = .078, p = .008). Despite a strong positive bivariate correlation with teacher motivation (r = .754), POS was not a significant independent predictor in the regression model due to a statistical suppression effect shared with the reward system. The findings suggest that generalized organizational support enhances teacher motivation only when it is translated into tangible, fair, and meaningful rewards. The study highlights the critical role of educational administrators in prioritizing tailored, transparent reward frameworks and personality-driven professional development to sustain teacher motivation and long-term workforce sustainability within early childhood education settings.