ARTICLE

https://doi.org/10.1057/s41599-023-01662-6 OPEN

Influence of motivation on teachers’ job

performance
Joti kumari1 & Jai Kumar2 ✉

Motivation is the key to success in educational institutions, and it empowers a teacher to

work with an affection that contributes to the accomplishment of hierarchical objectives. Yet,
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what drives school teachers to be pleased or motivated to achieve exceptional performance?

This contemplation must be considered thoroughly in different regions with different pre-
dictors. Therefore, this study aims to identify the factors influencing teachers’ motivation and
evaluate the influence of motivation on teachers’ job performance in private schools in
Mirpurkhas, Pakistan. We use quantitative statistics and a partial least-squares structural
equation modeling (PLS-SEM analysis) design; the data was collected through a survey
questionnaire. We found that motivation significantly influences teachers’ job performance.
The study revealed that self-determined and non-self-determined motivation and factors
influencing teachers’ motivation significantly impact teachers’ job performance. The admin-
istration must formulate teachers’ motivational policies and practices to meet their needs.
Furthermore, school administrations should provide adequate resources like bonuses,
rewards, good communication, moral support, emotional support, and an increment in sal-
aries to ensure quality learning and yield high performance from their teaching staff to
improve the relevant education system.

1 Business School, Sichuan University, 610065 Chengdu, China. 2 School of International and Public Affairs, Jilin University, 130012 Changchun, China.
✉email: [email protected]

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Introduction
ome of the country’s leading educational institutions have performance plays a vital role in schools’ move toward success.
recently established teaching excellence centers, focusing on Also, various kinds of employee-related decisions, including job
supporting and improving learning materials to produce promotion, rotation, job enrichment, and job security, can be
optimal teaching strategies and processes. Consequently, quality measured at all organizational levels regarding performance (Tan
education is becoming a more critical concern in the educational Mullins, 2020). Despite the significance of motivation in excellent
world in recent years. This research adopts the self-determination education in an era of profound transition toward the more
theory (SDT) put forward by Ryan and Deci (2000b) as a model learning-oriented approach, empirical research on the motiva-
that can be implemented in the motivation and performance of tional components of teachers has gotten very little attention.
teachers in Pakistani schools. SDT can be more emphasized with However, the researchers discovered a favorable association
its factors named self-determined and non-self-determined between instructors’ motivation and job performance and a sta-
motivation. It is important to note that SDT distinguishes tistically significant relationship between their motivation and
between regulated and independent motivation. A school with performance (Akhtar et al., 2017). An investigation into the
good motivation strategies can ensure harmony, prosperity, and educational system in Pakistan also looked at the connection
increased student enrollment. Correspondingly, the teacher’s between employee performance and the efficiency of training, and
positive behavior related to teaching increases their level of intrinsic motivation. The sample used here included staff from
understanding and interest, eventually improving their job per- both private and public schools, and it revealed that employee
formance. According to Hanus and Fox (2015), motivation is a behavior varied depending on their demographics and work
process that drives individuals to move toward accomplishing a environment. However, more research is still needed (Shahzadi
goal. It is the key to success for every educational institution and et al., 2014). In schools, teachers lack motivation, and as a result,
empowers a teacher to work with an affection that contributes to they are less prepared, directly influencing students and the
accomplishing hierarchical objectives. They recommended educational structure. In Sindh, Pakistan, few studies have been
incentivizing teachers to motivate them to achieve the most conducted on teacher recognition in private-sector schools. As a
outstanding results. According to Inayatullah and Jehangir result, the primary goal of this study was to investigate the impact
(2012), head teachers’ unfavorable work environment and of teachers’ motivation on teachers’ job performance to assist in
inadequate leadership abilities were to blame for the low moti- the attainment of educational excellence in private schools. In the
vation of teachers. According to Nawaz and Yasin (2015), factors past, studies have been done in different sectors of Pakistan and
including a weak appraisal system, small class sizes, a shortage of other regions. Still, in Mirpurkhas city of Pakistan, there seems to
staff rooms, and a lack of educational resources all impact how be a research gap concerning the educational sector because this
motivated secondary school teachers are. Lack of professional study is not performed before since there is no high competition
development opportunities and job security further affect tea- has been seen. Hence, teachers get little attention, so their per-
chers’ intrinsic motivation (Sajid et al., 2018). formance might be compromised. This study will fill this gap by
Being a developing nation, Pakistan has made significant efforts identifying factors that motivate teachers and influence teachers’
in recent years to expand the general education system and school job performance and how they can be effectively implemented to
education. The School Education and Literacy Department is in increase teachers’ job performance in the Mirpurkhas City of
charge of overseeing school education in Pakistan’s Sindh province. Pakistan and can increase the quality of education.
There is evidence that the instructors in Sindh province generally From this perspective, this research endeavors to recognize the
lack intrinsic motivation, negatively impacting teacher performance influence of motivation on teachers’ job performance in Pakistan,
and student learning (F. Shaikh, 2012). Recent reports show Sindh keeping in mind the end goal to address issues emerging from
province’s school system is inferior (Saleem, 2020). The teaching motivational methodologies in educational settings. The research
profession evolved into a launching pad for young people. model and hypotheses were examined using data from the Mir-
It should be noted that internal administration and leadership purkhas, Sindh, Pakistan private schools, based on a literature
largely determine the nature of the school environment. The review from earlier related studies. Therefore, this study aims to
school principal or controller of education, acting as the Chief answer three research questions: (1) How does self-determined
Executive, must understand and acknowledge that people can motivation contribute to teachers’ job performance at private
produce results. Therefore, understanding the employees’ moti- schools? (2) How does non-self-determined motivation affects
vation is central to each organization (Onen and Maicibi, 2004). teachers’ job performance at private schools? And (3) To what
It is necessary to understand their factors to train high-quality extent do factors influencing teachers’ motivation impact the
teachers, acting as a motivational tool. Based on several studies, teachers’ job performance in private schools? To answer these
employees can be motivated in two ways, internal and external, questions, the quantitative method is used in this study. A
derived from different distinctive forms of rewards. Internal questionnaire has been adopted to gather relevant information
motivation drives oneself for self-satisfaction, also known as self- that can be utilized to assess the influence of motivation on
determined motivation. According to Collie and Martin (2017), teachers’ job performance. Therefore, it is crucial to investigate
teacher motivation can be defined as the primary motive for the impact of motivation on teachers’ job performance and fac-
teachers’ engagement in teaching, which might vary in how self- tors affecting teachers’ motivation to restore the situation. The
determined they are (Ryan and Deci, 2000a). study will be meaningful to educational policy formulators and
In contrast, external motivation exists when a person is influ- other participants who will be able to incorporate the motiva-
enced to receive monetary compensation and achievement, tional factors and their effect on job performance in Pakistan.
known as non-self-determined motivation. Motivating indivi- Implanting the best possible human resources practices relating
duals in an organization is essential because it can encourage to the dilemma of teachers’ motivation, stipulating reforms in
people’s behavior and actions regarding perceived goals. As educational policies for addressing evolving matters in the arena.
believed by Panda and Mohanty (2003), it is generally accepted
that teachers’ job performance plays a significant role in terms of
the educational learning of students and their academic perfor- Literature review
mance. In the present economic world, where competitiveness is The literature review explains the research process. The first step
at its peak, employers have realized that teachers’ job in empirically examining the planned research was identifying the

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factors. Various resources were reviewed for this goal to find et al. (2017) found that if employees are positively motivated,
motivation and job performance elements. Pakistan gained their effectiveness and efficiency can be significantly improved to
independence in 1947, and its entire educational system was accomplish organizational goals. Other studies conducted by
designed to develop a class of people who intended to work for Nurun Nabi et al. (2017), Robescu and Iancu (2016), and Somsa-
the bureaucracy to maintain the country’s old socioeconomic ard (2016) have recognized the rationale of work motivation on
structure. The colonial powers established the socioeconomic employees’ performance. However, they are limited in scope as
framework to exploit the subcontinent’s inhabitants. Pakistan has they consist of a single organization and accumulate results based
made considerable progress toward the goal of universal primary on a small sample size and descriptive statistics. The demands for
education. Still, significant inequalities in learning levels continue satisfying motivating requirements have not been met, and most
between public and private schools and between rural and urban teachers tend to feel less motivated by motivational phenomena
areas. The diversity in teaching quality between educational (Rodrigo and Palacios, 2021). This is a result of the education
institutions is one of the primary causes of these inequities. administration system’s ineffective implementation, particularly
Among the many issues is a shortage of skilled teachers, parti- concerning the education administration system’s prioritization
cularly topic specialists, inequality in the distribution of teachers of the quality of human resources, specifically for teachers, who
throughout schools, school personnel, low teacher accountability, still do not meet the requirements to support initiatives to
and inadequate training opportunities and incentive systems. In enhance performance and the level of education (Kudasheva
Pakistan, a lack of chances and incentives for professional et al., 2015).
development and career advancement has made teaching an According to the literature review, researchers have focused on
unappealing career choice. High teacher turnover and a lengthy a few factors. However, there is still a need to include other
replacement process worsen teacher deployment issues in schools factors, such as self-determined motivation, non-self-determined
with low status, low wages, and insufficient working conditions. motivation, and factors influencing teachers’ motivation. There-
To remove gaps in pupil-teacher ratios and diminish multi-grade fore, the proposed research will fill this gap and examine how
teaching, a more regular spatial pattern of teachers is required these factors influence teachers’ job performance in private
throughout school levels and schools at each level. Schools in schools.
major urban areas frequently have excess teachers, whereas
schools in socioeconomically poor areas have teacher shortages.
The primary purpose of the examination was to discover a Motivation and teachers’ job performance. Modern technolo-
structure and several often expressed elements. Despite the sub- gical advancement and economic policies have redesigned tea-
stantial research on motivational dynamics on teacher effective- chers’ and students’ roles in Pakistan’s educational sector.
ness, several areas remain unexplored, opening up various study Educational institutions face significant problems regarding the-
possibilities. Self-determined, non-self-determined, and factors ories, practices, methods, and concepts. Motivation is perhaps the
affecting teachers’ motivation are possible important terms that essential element that the educational sector considers to enhance
reflect teachers’ desire to learn and incorporate new information. learning. Teachers’ needs must be carefully considered for a
According to de Jesus and Lens (2005), teacher motivation is country to achieve high-quality standards (Ofojebe and Ezugoh,
critical for educational managers and leaders since it impacts 2010). The future of our education system rests in the hands of
student motivation. The teacher’s performance will be at its teachers, who have to learn and determine the quality of the
highest level in carrying out their responsibilities if motivation is instruction given to learners. A teacher who is driven at work will
maintained (Brandmiller et al., 2020). The way a person reacts to therefore make every effort to finish the responsibilities assigned
their environment at work determines their basis. Whether par- to him by his superiors. A highly motivated teacher will attempt
tially or concurrently, work motivation has a good and significant to accomplish his goals and complete the task in the interim.
impact on teachers’ performance (Rofifah et al., 2021). Competence, motivation, and the learning environment either
It is believed that intrinsically motivated teachers concentrate directly or indirectly have a favorable and significant impact on
on the benefits of activities directly related to teaching, empha- teacher performance and antecedent relationship variables on
sizing the intrinsic satisfaction they derive from their work. On educational quality. Including how well instructors perform and
the other hand, Extrinsically driven teachers are more likely to how that affects the standard of education (Mulang, 2021).
seek out other perks such as time off, income, and other extrinsic Maslow stated (Sutrisno and Sunarsi, 2019) that the motivation is
rewards associated with their profession. The impact of intrinsic to create the driving force behind the stimulation of work to
motivation on teacher job performance was discovered in Mary’s collaborate, work effectively, and integrate into their job satis-
(2010) research. The findings revealed a significant positive faction efforts.
association between intrinsic motivation and teachers’ job per- However, Matsson and Dahlqvist (2013) assert that motivation
formance, implying that as intrinsic motivation rises, so does is an essential tool for improving and retaining employee
teachers’ job performance. While S.H. Shaikh et al. (2019) in performance in the organization. According to Herzberg and
research paper found that all external factors positively and sig- others (1968), motivational factors are related to the capacity of
nificantly impact employees. This survey provides extensive the job, such as job challenges, responsibilities, achievements,
information on the importance of external factors in illuminating remembrance, promotion, responsibility, and growth. These
employees’ job performance. Obilade (1999) concluded that a factors affect personal motivation, performance, or satisfaction
teacher’s work performance may be defined as the tasks and (Ott, 1989). According to Aworemi et al. (2011), when employees
obligations a teacher fulfils at a given time to achieve objectives are interested and happy in their work, they are motivated and
and goals in the educational system (Aktar et al., 2012) conducted perform well. The well-known psychologists Edward Deci and
studies on the impact of rewards on employees’ performance in Richard Ryan proposed the theory of self-determination in 1985.
Bangladesh. The findings revealed a positive relationship between They revolutionized a motivation theory that posits that
rewards and employees’ performance and showed a highly posi- individuals tend to become influenced by achievement and
tive significance in the relationship between intrinsic and growth needs. SDT connects individual motivation, personality
extrinsic rewards. Furthermore, Tasya and Gilang (2020) con- (Ryan and Deci, 2000b), and optimal function (Ryan and Deci,
ducted a study, and the results showed that motivation sig- 2000b). It proposes two essential kinds of motivation, namely
nificantly impacts employee performance. Moreover, Nurun Nabi self-determined motivation and non-self-determined motivation,

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which tend to have strong forces that build ourselves and how we for achieving some reward or instrumental reason are referred to
behave (Deci and Ryan, 2004). as non-self-determined motivation.

Description of potential variables Factors influencing teachers’ motivation (FITM). Teachers’

Self-determined motivation (SDM). Self-determined motivation motivation plays a significant role in advancing teaching and
is an essential element of SDT given by Ryan and Deci (2000) that learning excellence.
explores individual motivation and personality concerned with Diverse motivational variables influence teachers’ job perfor-
how individuals act regarding the social environment. Intrinsic mance and can help them stay employed for a long time, such as a
motivation prevails in work and brings individuals personal fair promotion system, strong leadership practices, and a reward
satisfaction, such as spending preference, empowerment, trust, system. Training and development are concerned with providing
autonomy, and recognition (Benati and Coccia, 2018). Self- training opportunities to improve skills. At the same time,
determined motivation (SDM) incorporates intrinsic motivation. situational work factors refer to a good working environment and
It drives the idea of intrinsic motivation, which highlights how an good educational policies to motivate teachers and improve their
individual responds in different situations and assists in devel- job performance. Toth et al. (2000) argued that the administra-
oping one’s cognitive capabilities and identified regulation tion must establish an environment where teachers feel highly
(IDEN). Which is concerned with carrying out an activity because motivated and valuable.
people tend to recognize its meaning and worth and consider it its
act, while the integrated principle (INTEG) is one in which Hypothesis development and conceptual framework. Based on
individuals recognize the value of the activity to such an extent past studies, the following hypotheses are proposed in this study
that it becomes part of their self. It involves various factors based H1: Self-Determined motivation has a relationship with
on the assumption that teachers actively acclimate themselves for teachers’ job performance.
personal growth and competence, enabling them to perform tasks H2: Non-self-determined motivation has an impact on
with greater interest and pleasure. teachers’ job performance.
H3: Factors influencing teachers’ motivation impact teachers’
Non-self-determined motivation (NSDM). Non-self-determined job performance.
motivation is a component of SDT (Ryan and Deci, 2000b),
which undermines the concept of individuals’ extrinsic motiva- Research methodology
tion. It expounds that individuals behave to obtain something Research design, sampling size, and data. The study aimed to
from outside or due to coercive pressures (Emeka et al., 2015). unveil the influence of motivation on teachers’ job performance
They suggested that outside factors tend to increase the motiva- at private schools; the reason for choosing private schools was
tion of employees, which eventually improves job performance the massive competition among the private schools in Mir-
positively, concerning an increase in productivity. A teacher is purkhas city, as it will be easy for policymakers to implement
said to be non-self-determined and motivated when he performs the recommendations. The study adopted primarily quantita-
to earn money, achieve, or meet the expectations of others. Non- tive research methodology by descriptive-correlation type. The
self-determined motivation (NSDM) includes Amotivation study has adopted a survey questionnaire as a primary data
(AMO), which is placed at number one. Individuals either have collection technique by keeping the research objectives in view.
no willingness to act or take passive or submissive action. Fol- Additionally, secondary data was acquired from books, the
lowing external regulation (ER) is to perform the activities with internet, reports, and journals. Figure 1, depicts the conceptual
the expectation of obtaining external rewards. Next is introjected framework.
regulation (INTRO); the behavior is modified by self-worth When selecting tools for research in the study, the researcher
conditions such as modesty or self-esteem. Teachers engaging in made sure that the chosen instruments were suitable by
tasks or activities external to them and putting them into action considering the literacy level and accessibility of the target

Fig. 1 Conceptual Framework.

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respondents. Data was collected from the Mirpurkhas City of, Data analysis and results
Pakistan, and private school teachers in the region were targeted The study was endorsed by applying a quantitative analysis
in this research. The estimated known population of 52 schools method in which empirical values are mathematically presented
consisted of 606 teachers. The researcher selected 37 registered and manipulated to identify and explain the occurrence reflected
private schools based on random sampling. According to the by those observations (Babbie, 2004). The researcher applied
PLS-SEM sample size rule of thumb with 0.8 statistical statistical package for social sciences (SPSS) for presentation,
significance, the minimum sample size was 153. To produce summary, and reporting to calculate descriptive statistics, corre-
more accurate results, the researcher disseminated 433 ques- lation, and regression. Further confirmatory factor analysis (CFA)
tionnaires in the 37 schools, of which 405 filled questionnaires was used for the path analysis through structural equation model
were received. The questionnaire was written in English, which (SEM) and FIMIX-PLS analysis using Smart PLS to accomplish
teachers easily understand per their qualifications. The researcher research objectives.
provided a questionnaire to respondents and gave them adequate
time to complete the questionnaire. The purpose was to help the Descriptive statistics and correlation. Table 2 demonstrates the
respondents by clarifying the questions and overcoming the descriptive statistics and Pearson correlation of all four variables
difficulty in items to acquire a reasonable response rate. The with each other. As the correlation table shows all the positive
questionnaire is divided into two sections; the first section values, the results indicate all independent variables have a
incorporates respondents’ demographic information (e.g., age, positive relationship with the dependent variable. The dependent
gender, marital status, and qualification). At the same time, the variable job performance is positively associated with self-
second section included variables that consisted of 35 items determined motivation (r = 0.374, p < 0.01) and follows a
segregated into four different components, including self- strong relationship with non-self-determined motivation
determined motivation, non-self-determined motivation, factors (r = 0.622, p < 0.01) and a significant relationship with factors
influencing teachers’ motivation, and job performance. Table 1 influencing teachers’ motivation (r = 0.424, p < 0.01). Correlation
depicts the demographic information of respondents. values are not >0.80, indicating that no multicollinearity exists.
While mean values lie in the range of 5.86–6.05, which shows that
Measurement of variables. This study incorporated four vari- mean values are more significant than mean values, and standard
ables, whereas the indicators and scales used in this study are deviation lies between 0.81 and 0.77, which is an indication of low
adopted with slight modifications from previous literature as they standard deviation and means that responses do not deviate from
are ingrained in their corresponding arena. Seven Point Likert the mean and they are close to mean.
Scale has been used to collect the responses (ranging from 1
representing “strongly disagree” to 7 representing “strongly Structural equation model. According to Hoyle (1995), struc-
agree”) to measure the items of a particular research variable. tural equation modeling (SEM) is considered a comprehensive
Seven-point Likert scales are more valid, easy to use, and repre- statistical modeling tool to examine multivariate data related to
sentative of respondents’ actual opinions. Considering these problematic relationships between variables. According to Gerb-
advantages, 7-point questions are the ideal choice for surveys like ing and Anderson (1988), the confirmatory factor analysis is to
those used in different fields of study, particularly in comparison understand the path analysis of the structural model and check
with higher-order items. Lewis (1993) discovered that 7-point the measurement model. According to Wold et al. (2006), the
scales had a stronger relationship with t-test findings. The ques- structural model incorporates a PLS algorithm, and the mea-
tionnaire is composed of a total of 35 questions and is divided surement model consists of PLS bootstrapping. The PLS algo-
into different sections. The scale and instrument of the ques- rithm determines the validity and reliability of data. It generates
tionnaire on motivation, which contains 14 items that comprise the factor loading of all the variables to determine the relationship
self-determined motivation and non-self-determined motivation, between variables, while PLS bootstrapping is considered a
were adapted from Blais inventory of work motivation (BIWM) nonparametric process proposed by Efron and Tibshirani (1997)
given by Tremblay et al. (2009) with slight modification and and Hinkin (1998). It is used for statistical testing the significance
omnibus survey of Canadian Forces (CF). The factors influencing of different SEM results such as R square values, t-statistics, beta
teachers’ motivation consist of 12 items adopted from other and path coefficients and p-values.
studies (Nyakundi, 2012). At the same time, the job performance
contained nine items and was adapted from the psychometric Reliability and validity analysis. This study is supported by
scale (Gerbing and Anderson, 1988). applying different analysis methods to test reliability and validity,
such as reliability and validity analysis and discriminant validity.
Table 1 Demographic Information of respondents. The output illustrated in Table 3 shows the reliability test of all
the variables. However, Cronbach’s alpha value >0.8, shown in
Respondents description Frequency Percentage Fig. 2, also reflects the excellent acceptance of the data and
Gender ensures internal consistency in the responses (Bland and Altman,
Male 141 35 1997). Cronbach alpha’s value lies between 0.834 and 0.910, more
Female 264 65 significant than the threshold value suggested by Hinkin (1998)
Age and reveals excellent data consistency. The rho_A and composite
18–29 Years 308 76 reliability values are between 0.868 and 0.915, which is higher
30–39 Years 97 24 than the reference value recommended by Nunnally (1994).
Marital status According to Hair et al. (2014), the value of AVE should be >0.5,
Married 138 34 which shows the existence of convergent validity among the data,
Unmarried 267 66 and it also indicates that at least 50% of the variance was acquired
Qualification by the constructs as suggested by Bagozzi and Yi (1988) and Chin,
Undergraduate 153 38
others (1998). Hence all four variables possess more than their
Graduate 146 36
Masters 106 26
threshold values and provide excellent data validity. Table 4
illustrates the discriminant validity. According to Carmines and

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Table 2 Descriptive statistics and correlation.

Self-determined Non-self-determined Factors influencing teachers’ Job

motivation motivation motivation performance
Self-determined motivation 1
405
Non-self-determined motivation 0.319** 1
0.000 405
405
Factors influencing teachers’ 0.426** 0.380** 1
motivation 0.000 0.000
405 405 405
Job 0.374** 0.622** 0.424** 1
performance 0.000 0.000 0.000
405 405 405 405
Mean 5.87 5.91 5.86 6.05
Standard deviation 0.81 0.78 0.79 0.77

***p < 0.1; **p < 0.05; *p < 0.10.

Table 3 Reliability and validity analysis.

“Scale reliability analysis”

(Cronbach’s Alpha)
Variables names Cronbach’s Alpha rho_A Composite reliability Average variance extracted (AVE)
Self-determined motivation (SDM) 0.834 0.874 0.875 0.503
Non-self-determined motivation(NSDM) 0.837 0.868 O.877 0.512
Factors influencing teachers’ motivation (FITM) 0.910 0.915 0.924 0.505
Job performance (JP) 0.886 0.893 0.908 0.553

Fig. 2 Confirmatory Factor Analysis.

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Zeller (1979), Discriminant validity can be described as a single positive and strong relationship of JP with SDM, NSDM, and
construct that differs from other model constructs. The FITM and reveal that motivation exceptionally contributes to
Heterotrait–Monotrait (HTMT) ratio was used to calculate dis- improving teachers’ job performance concerning developing
criminant validity. According to research, the HTMT ratio, which interest at work, job security, job satisfaction, rewards, perfor-
has two different cutoff values of 0.85 or 0.90 for interpreting the mance appraisal and training and development and therefore
ratio, is a superior option to test discriminant validity than the improving the overall educational system.
frequently employed Fornell–Larcker criterion (Henseler et al.,
2016). All values were significantly lower than this tolerance
threshold, which we used as a cutoff value of 0.85 to establish the FIMIX-PLS analysis. Hahn et al. (2002) created the FIMIX-PLS
discriminant validity of our results (see Table 4). In light of this, methodology to measure the heterogeneity of a predetermined
the measuring model showed acceptable convergent validity, number of segments following the validation of the measure-
reliability, and discriminant validity. ment and structural models. The FIMIX-PLS procedure
The results of the exploratory factor analysis are referred to as (Mikalef et al., 2020; Sarstedt et al., 2022) has been employed by
the measurement model for all latent variables, followed by factor multiple researchers to distinguish groups. It makes it possible
loading for all variables, as depicted in Fig. 2, which is to recognize unobserved heterogeneity and classify groups that
accomplished using smart PLS. The study consists of four can then be used for multigroup analysis. Drawing on the idea
variables, SDM, NSDM, FITM, and JP, including 34 items. of mixture regression, FIMIX-PLS has been developed as a
According to Hair et al. (2014), things having factor loading solution to simultaneously estimate group-specific path coeffi-
below 0.50 should be removed from the model. By considering cients and determine each individual’s segment membership
this measurement level, all the items have more than 0.50 loading (Ringle et al., 2009; Sarstedt et al., 2016). This method is the
except one item. only one to provide researchers with the ability to determine
The figure shows the coefficient of determination R Square for how many segments should be extracted from the data, making
the dependent variable job performance is 0.463, which means it a critical tool in the process (Sarstedt et al., 2017). Each
that all the other independent variables, such as SDM, NSDM, observation is given towards the Segment with the highest
and FITM, explain 46.3% of job performance variance is linked probability by the multi-stage method called FIMIX-PLS, which
with motivation and can be predicted from them. While NSDM shows undetected heterogeneity.
with 49.7% variation in JP, FITM with 21.8% variation in JP, and Since the total number of segments is initially unknown, the
SDM with 13.2% variation in JP. Therefore, the results indicate first step is to determine the ideal number by following the G
that the hypothetical path relationship between SDM, NSDM, power method, the required number of the sample at the 5%
and FITM with JP is statistically significant. Moreover, the effect significance level (Cohen, 1992). By dividing the sample size by
size suggested by Cohen (1988) is as follows: 0.02–0.12, weak; 55, we have 405/55 405/55, which equals a maximum of
0.13–0.25, moderate; and 0.26 and above, substantial. Results in 7.36 segments (~7).
Table 5 show that NSDM and FITM have significant effect sizes, The absence of heterogeneity is required to combat incorrect
whereas NSDM has a small effect size. Furthermore, boot- interpretation (Becker et al., 2013; Jedidi et al., 1997). We
strapping of all four variables was performed on the smart PLS. simultaneously confirm the unobserved heterogeneity due to
Bootstrapping is done to generate T-values and test the study’s Hypothesis 3. With the use of PLS-SEM, there are numerous ways
hypothesis along with the confidence interval for all the to find unobserved heterogeneity. The best strategy, according to
indicators of the constructs. Following the results exhibited, the Hair et al. (2017); Sarstedt et al. (2011), is FIMIX-PLS (Hahn
T-value of SDM is 3.225 > 1.96, and the p-value of <0.05 reveals et al., 2002; Hair et al., 2021; Matthews et al., 2016) calculated in
positive and significant results and validates H1, while the T- Tables 6 and 7. It is necessary to stay away from the local best
value of NSDM is 8.745 > 1.96 with significant p-value and shows solution (Sarstedt et al., 2011). Results for segment sizes ranging
the significant relationship and supports H2. Moreover, FITM from one to seven were computed using FIMIX-PLS.
has an immense influence on teachers’ job performance, with a Initially, the FIMIX-PLS algorithm is performed with a one-
T-value of 4.348 > 1.96 and a significant p-value as per our segment model for increasing segments. There is a requirement
assumption, thus validating H3. Hence, all results show the for a two-segment solution even if BIC, AIC, AIC3, and CAIC
have a sufficient number of over-segmentation propensity
(Sarstedt et al., 2011). The normed entropy (en) criterion
Table 4 Discriminant validity (Hetrotrait–Monotrait ratio demonstrates the best outcome with two segments (0.515). PLS-
(HTMT). SEM results for the large and small segments are noticeably
different. Segment 1 has a substantially more significant
correlation (0.752) between non-self-determined motivation
FITM JP NSDM SDM
and job performance than segment 2. (0.302). Compared to
FITM – segment 1, the association between factors affecting teachers’
JP 0.499 –
motivation and job performance was substantially stronger
NSDM 0.437 0.697 –
SDM 0.500 0.404 0.381 –
(0.18) in section 2 (0.138). Segment 2 (0.183) has a stronger
correlation between self-determination motivation and job

Table 5 Hypothesis Testing.

Β Standard T value Bias corrected 95% confidence f2 p values Decision

deviation Interval
Self-determined motivation > JP 0.136 0.041 3.225 0.057,0.215 0.026 0.001 Supported
Non-self-determined motivation > JP 0.437 0.057 8.745 0.387,0.610 0.380 0.000 Supported
Factors influencing teachers’ 0.218 0.050 4.348 0.122,0.317 0.065 0.000 Supported
motivation > JP

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Table 6 FIMIX-PLS calculations for segmentation.

Quality criteria S1 S2 S3 S4 S5 S6 S7
Number of pre-specified segments
AIC 888.554 757.191 676.493 664.55 624.949 601.03 586.728
AIC3 892.554 766.191 690.493 683.55 648.949 630.03 620.728
AIC4 896.554 775.191 704.493 702.55 672.949 659.03 654.728
BIC 904.57 793.226 732.548 740.624 721.042 717.143 722.861
CAIC 908.57 802.226 746.548 759.624 745.042 746.143 756.861
HQ 894.894 771.455 698.681 694.662 662.985 646.99 640.612
MDL5 1000.632 1009.366 1068.765 1196.92 1297.415 1413.594 1539.389
LnL −440.277 −369.596 −324.247 −313.275 −288.474 −271.515 −259.364
EN 0.000 0.515 0.506 0.376 0.555 0.608 0
NFI 0.000 0.605 0.506 0.334 0.472 0.486 0
NEC 0.000 196.304 200.241 252.622 180.398 158.906 141.364
Segment K (relative segment size)
S2 0.785 0.215
S3 0.622 0.315 0.063
S4 0.399 0.286 0.254 0.061
S5 0.36 0.292 0.218 0.068 0.062
S6 0.454 0.291 0.106 0.071 0.059 0.019
S7 0.352 0.294 0.105 0.097 0.073 0.06 0.019

such as well-being, commitment, and engagement. The

Table 7 Uncovering unobserved heterogeneity using FIMIX- researcher revealed that self-determined work motivation pre-
PLS. dicts job outcomes (Lam and Gurland, 2008). In the teachers’
daily performance, the significance of motivation cannot be
Relations 1st Segment 2nd Original overlooked, particularly when one is honored for getting rewards
Segment for the work performed and feeling contentment on the job. It is
Relative 0.785 0.215 generally well-known that any form of individual will be
segment size enhanced by increasing motivation. It is valuable to consider that
Path coefficient NSDM > JP 0.752*** 0.302*** 0.515 motivation plays an essential role in teachers’ daily performance
FITM > JP 0.138*** 0.18*** 0.194 in private schools.
SDM > JP 0.108*** 0.183*** 0.16 The findings of research hypothesis two showed that non-self-
Total effect NSDM > JP 0.752 0.302 0.515
determined motivation has a significant relationship with tea-
FITM > JP 0.138 0.18 0.194
SDM > JP 0.108 0.183 0.16
chers’ job performance. It presents that once teachers are exter-
nally motivated in terms of job security, rewards and
compensation for their performance become high. The results are
performance than Segment 1. (0.108). Total effect results relevant to the previous study conducted by Khwaja et al. (2018)
demonstrate that non-self-determined motivation is less sig- discovered that all external factors positively and significantly
nificant with job performance in Segment 2 (0.752) than in influence employees. Hence, it is evident that any form of per-
Segment 1. Factors influencing teachers’ motivation have a formance is an outcome of encouragement received from the
higher impact on job performance (0.18) in segment 2 than in organization, which eventually improves their performance and
segment 1 (0.138). increases productivity.
The results of research hypothesis three disclosed that factors
Discussion influencing teachers’ motivation significantly impact job perfor-
This research’s primary objective is to highlight the influence of mance. It showed that factors that motivate teachers are a fair
motivation on teachers’ job performance at private schools. The promotion system, adequate resources, a good working envir-
present study collected the data through a survey questionnaire onment, incentives, high employee salaries, supervision practices,
using a random sampling technique from Mirpurkhas City, training and development, good organizational guidelines, and
Pakistan, private school. After reviewing the extent of related performance appraisal. Here the findings of the study agreed with
literature, three research hypotheses have been formulated to the study conducted by Forson et al. (2021), who concluded that
support the study hence identifying and analyzing the influence motivational factors such as Employee compensation, job design,
of motivation on teachers’ job performance in private schools. performance management and atmosphere are significant pre-
This research is one of the rare research conducted in this region dictors of teachers’ job performance at schools. Moreover, the
that includes different predictors regarding motivation. This study found that training and development significantly influence
study explores the contribution of self-determined motivation, teachers’ job performance; these findings are similar to the results
the influence of non-self-determined motivation, and factors presented by Asim (2013), which showed that training con-
affecting teachers’ motivation on teachers’ job performance. The tributes significantly to increasing employees’ job performance.
results of research hypothesis one revealed that self-determined The study observed that job satisfaction is essential in improving
motivation significantly impacts teachers’ job performance with teachers’ performance. These findings are similar to the results
significant results. It concludes that teachers perform well when examined by Bishay (1996) in that teachers tend to be more
satisfied and feel pleasure. This study aligns with the SDT, which satisfied when their higher needs, such as self-esteem and
states that meeting one’s psychological needs optimizes perfor- recognition, are fulfilled. Uche et al. (2011), looked into the link
mance (Ryan and Deci, 2000b). Self-determined motivation between motivational factors and a teacher’s job performance,
increases employee motivation and encourages positive results and the results revealed a significant association between

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HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-023-01662-6 ARTICLE

motivating factors and teacher job performance. These motivational factors and their effect on job performance in
researchers concluded that teachers who are motivated to per- Pakistan. Moreover, the factors prevailing in high performance
form better. This study aligns with these studies and reveals that and the reasons behind low performance will guide management
motivational factors greatly influence teachers’ job performance. decision-making. The results obtained from this study will
Therefore, the administration should enable the overall staff to facilitate the development of effective administration policy and
conceptualize problems that affect the school and discover per- tactics that will contribute to achieving the institutional objec-
manent solutions. Once everyone is engaged in developing the tives and thus strengthen the overall education system. This
solution, they can be motivated to actively participate in resolving study may increase the teacher’s performance by motivating
such problems, which will eventually promote teamwork and lead factors to improve the instructional framework. The study could
to a rise in productivity. be helpful since it could help people understand the significance
of motivation and how it affects private school instructors’
productivity and effectiveness. The study’s motivational com-
Conclusion and recommendation
ponents could improve the instructional structure and teacher
This research mainly investigates the influence of motivation on
performance. The nature of the current investigation makes it
teachers’ job performance. It examines the factors that hugely
crucial. The present study paradigm has received less attention in
influence teachers’ motivation. The hypothesis was tested using
Asian contexts, particularly in Pakistan’s Mirpurkhas region.
405 responses from private schools in Pakistan. The results of
Academicians and other researchers may use the findings to
this study support the hypothesis and demonstrate that self-
conduct additional research on the best practical strategy for
determined motivation, non-self-determined motivation, and
boosting teachers’ motivation. The Ministry of Education will
factors affecting teachers’ motivation play a vital role in teachers’
use the findings to improve teacher incentive strategies. More-
job performance since all predictors are significant in job per-
over, the study’s findings will help department heads and prin-
formance. Employees can be motivated by participation and
cipals identify elements that irritate teachers and enforce
accomplishment when their values are integrated with the
conformity where it is necessary.
organizational goals (Lau and Roopnarain, 2014). The findings
prove that the factors that motivate teachers are a fair promotion
system, adequate resources, an excellent working environment,
incentives, income, job security, pleasure at work, training, and Data availability
development, good organizational guidelines, and performance The authors made the data available in the supplementary files.
appraisal. This study also has some limitations. This study was
limited to the Mirpurkhas City of Pakistan; hence, the researcher Received: 19 August 2022; Accepted: 29 March 2023;
suggested that the same research should be carried out in dif-
ferent regions of Pakistan or abroad to investigate the impact of
motivation on teachers’ job performance. The study was limited
to private schools; hence future research will include public
schools too for further exploration of the topic to draw better References
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