Teachers’ motivation and job satisfaction: the role of autonomy, competence, and relatedness for a quality teaching

Abstract

The present paper explores the role of teachers’ basic psychological needs satisfaction (autonomy, competence, relatedness) on their motivation and job satisfaction, using the theoretical framework of the Self-Determination Theory (SDT; Ryan & Deci, 2017). SDT posits that teachers’ psychological needs satisfaction can enhance their intrinsic motivation and sense of personal well-being, which in turn predict the implementation of effective teaching practices. Through a quantitative investigation involving a sample of 155 secondary school curricular teachers, the results indicate that needs satisfaction is positively associated with intrinsic motivation and job satisfaction. These findings underscore the need for further investment in understanding such factors, which can inform policies and practices aimed at creating a welcoming and stimulating teaching environment, fostering not only teacher wellbeing but also student success.