Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Ved, Avni S; Kareem, Jacqueline Title A name given to the resource Understanding Teacher Work Motivation: Structural, Relational, and Emotional Predictors from India's Urban Classrooms Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived International Journal of Educational Reform; Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.1177/10567879251400324" target="_blank" rel="noreferrer noopener">https://doi.org/10.1177/10567879251400324</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105023847615?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105023847615?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Ved A.S., School of Education, Christ University, Bangalore, India; Kareem J., School of Education, Christ University, Bangalore, India Description An account of the resource 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 Subject The topic of the resource instructional design; school climate; socialemotional competence; teacher motivation; urban education Publisher An entity responsible for making the resource available SAGE Publications Inc. Relation A related resource ISSN: 10567879; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online