What drives and drains teachers in Taiwan? Exploring the motivational roots of job satisfaction through stress pathways

We examine how teacher motivation types are associated with job satisfaction directly and indirectly through stress-related factors. Using cross-sectional data from the 2018 Teaching and Learning International Survey in Taiwan and drawing on self-determination theory, we differentiate between personal utility, social utility, and value-based intrinsic motivation. Structural equation modeling of a sample of 3598 junior high school teachers reveals that job satisfaction is positively associated with all three motivation types and negatively associated with high perceived workload and frequent student behavior stress. Additionally, teacher motivations are indirectly associated with job satisfaction: personal utility motivation is linked to lower satisfaction through heightened student behavior stress, whereas social utility and value-based intrinsic motivations are associated with higher satisfaction through lower stressors. Overall, job stress partially mediates between motivation and satisfaction. Intrinsic and altruistic motives may relate to lower stress levels and higher job satisfaction, providing insights for supporting teacher well-being and retention. • All three motivation types are positively related to job satisfaction. • High workload and student behavior stress are linked with lower satisfaction. • Personal utility motivation slightly decreases satisfaction by increasing stress. • The other two motivation types enhance satisfaction by reducing stressors. • Job stress partially mediates the relationship between motivation and satisfaction.