The Influence of Reward, Transformational Leadership and Motivation on Job Satisfaction of Primary School Teachers
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| Title: | The Influence of Reward, Transformational Leadership and Motivation on Job Satisfaction of Primary School Teachers |
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| Language: | English |
| Authors: | Hardianto Hardianto (ORCID |
| Source: | Journal of Pedagogical Research. 2025 9(4):67-80. |
| Availability: | Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Teacher Attitudes, Rewards, Transformational Leadership, Job Satisfaction, Teacher Motivation, Work Environment, Leadership Styles, Questionnaires |
| Assessment and Survey Identifiers: | Multifactor Leadership Questionnaire |
| ISSN: | 2602-3717 |
| Abstract: | This study aimed to examine how incentives, transformational leadership, and motivation directly and indirectly affect the job satisfaction of elementary school teachers. A quantitative approach with an explanatory research design was adopted. Using stratified random sampling, data were collected from 251 instructors and analyzed through structural equation modeling to assess the causal relationships among the variables studied. The results showed that both transformational leadership and incentives significantly influenced teacher motivation. Motivation, in turn, acted as a mediating factor that enhanced job satisfaction. Furthermore, both the direct and indirect effects of transformational leadership and incentives on job satisfaction were observed through increased motivation. These findings suggest that reward systems and leadership styles play a critical role in improving job satisfaction by enhancing motivation. Based on these results, it is recommended that educational institutions prioritize the development of fair and transparent reward systems and place strong emphasis on cultivating transformational leadership. Such policies can help create a more supportive work environment, thereby increasing teacher performance, satisfaction, and engagement. These insights may assist policymakers and school administrators in designing strategic initiatives aimed at enhancing professional well-being and, ultimately, improving the overall quality of education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483375 |
| Database: | ERIC |
| Abstract: | This study aimed to examine how incentives, transformational leadership, and motivation directly and indirectly affect the job satisfaction of elementary school teachers. A quantitative approach with an explanatory research design was adopted. Using stratified random sampling, data were collected from 251 instructors and analyzed through structural equation modeling to assess the causal relationships among the variables studied. The results showed that both transformational leadership and incentives significantly influenced teacher motivation. Motivation, in turn, acted as a mediating factor that enhanced job satisfaction. Furthermore, both the direct and indirect effects of transformational leadership and incentives on job satisfaction were observed through increased motivation. These findings suggest that reward systems and leadership styles play a critical role in improving job satisfaction by enhancing motivation. Based on these results, it is recommended that educational institutions prioritize the development of fair and transparent reward systems and place strong emphasis on cultivating transformational leadership. Such policies can help create a more supportive work environment, thereby increasing teacher performance, satisfaction, and engagement. These insights may assist policymakers and school administrators in designing strategic initiatives aimed at enhancing professional well-being and, ultimately, improving the overall quality of education. |
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| ISSN: | 2602-3717 |
