Work Task Motivation among Early Childhood Educators in Public Schools as Predicted by Resilience and Psychological Well-Being

Abstract

Work-task motivation among early childhood educators has become an important concern in public school settings due to its influence on teaching performance and educational outcomes. This study examined the predictive influence of resilience and psychological well-being on work-task motivation among kindergarten teachers in public schools. A quantitative predictive research design was employed using universal sampling, standardised survey questionnaires, and multiple linear regression analysis. Data were collected from 200 public kindergarten teachers. The study tested the following hypotheses: (1) there is no significant relationship between resilience and work-task motivation; (2) there is no significant relationship between psychological well-being and work-task motivation; and (3) the predictive model of work-task motivation using resilience and psychological well-being is not significant. Findings revealed that both resilience and psychological well-being were significantly associated with work-task motivation. Moreover, the predictive model was statistically significant and explained 40.5% of the variance in work-task motivation, providing partial support for Self-Determination Theory. The findings suggest that resilience and psychological well-being play important roles in enhancing teachers’ motivation toward work tasks. It is recommended that future studies include additional variables to further explain the remaining variance in work-task motivation. Educational leaders and school administrators are likewise encouraged to implement interventions and support programs that strengthen teachers’ resilience and psychological well-being to improve their work-task motivation and overall professional functioning.