Motivation to Teach as Predicted by Teaching Autonomy and Work Environment among Early Childhood Educators

Abstract

Motivation to teach has been steadily declining among educators across various countries and education systems, and if this problem remains unresolved, it can harm teaching quality, increase burnout, neglect student needs, and lead to more teachers quitting early. The study aimed to determine whether teaching autonomy and work environment significantly predict motivation to teach among early childhood educators. A quantitative study with a predictive research design was used; 176 early childhood educators were selected employing total enumeration sampling, and the data were analysed via regression analysis. The findings from the statistical analysis indicate that teaching autonomy and work environment have a significant relationship with motivation to teach among early childhood educators, and that the predictive model of motivation to teach using these variables is significant. This study concludes that teaching autonomy and work environment significantly predict motivation to teach among early childhood educators, partially supporting Self-Determination Theory and implying the need to strengthen teacher autonomy and workplace conditions to enhance motivation.