ItemArticle

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

Title
Understanding Teacher Work Motivation: Structural, Relational, and Emotional Predictors from India's Urban Classrooms
Creator
Ved, Avni S; Kareem, Jacqueline
Description
This study examined predictors of work task motivation among secondary-school teachers in Bengaluru, Indiaa 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 socialemotional competence (R2?=?15.2%). Key predictors included socialemotional instruction (??=?.312), cooperative learning (??=?.170), warmth and support (??=?.299), and social awareness (??=?.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. The Author(s) 2025
Source
International Journal of Educational Reform;
Date
01-01-2025
Publisher
SAGE Publications Inc.
Subject
instructional design; school climate; socialemotional competence; teacher motivation; urban education
Coverage
Ved A.S., School of Education, Christ University, Bangalore, India; Kareem J., School of Education, Christ University, Bangalore, India
Rights
Restricted Access; Hardcopy may be available in the library
Relation
ISSN: 10567879;
Format
online
Language
English
Type
Article

Citation

Ved, Avni S; Kareem, Jacqueline, “Understanding Teacher Work Motivation: Structural, Relational, and Emotional Predictors from India's Urban Classrooms,” CHRIST (Deemed To Be University) Institutional Repository, accessed June 19, 2026, https://archives.christuniversity.in/items/show/23159.

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