The purpose of this study is to pinpoint the factors that affect teacher motivation in this particular setting. It specifically looks at how job satisfaction, the reward system, training and development and work situational factors affect teachers’ motivation.
Through nonrandom sampling, data from 229 teachers from private schools in Lebanon were gathered.
The findings showed that professional training and development opportunities and a supportive work environment have a strong impact on teachers’ motivation.
The findings highlight the need for more research to guide comprehensive improvement strategies in Lebanese private schools for motivating teachers. The Ministry of Education and private schools in Lebanon can benefit from the insights provided by the findings in terms of policy and practice. Among the suggestions include bringing up-to-date rules to boost teacher satisfaction, raising educational standards, creating focused training sessions, changing compensation systems and improving both the physical and mental aspects of the workplace.
Introduction
In today’s fast-evolving society, motivation is a key driver that fosters individuals’ enthusiasm for improvement and success. Teachers, in particular, play a crucial role not only in transferring knowledge but also in shaping the character and mindset of future generations. According to Owens (2004), motivation is a vital force that influences human behavior, acting as the fuel for educational and professional success. Werder and Otis (2023) argue that motivated teachers are essential for student success and for creating an engaging and effective learning environment. Yet, the motivation of teachers has been subject to growing challenges such as job dissatisfaction, stress and burnout (Briganti et al., 2023). These challenges have been exacerbated in Lebanon, where educators face both economic hardship and a changing educational landscape.
While several studies have examined teacher motivation in Lebanon and the broader region (Mattar, 2010; Bleik (2013) Arar, 2018), there remains a considerable gap in understanding how motivation is influenced by various factors, particularly in private schools. Factors such as job satisfaction, reward systems, professional development opportunities and work environment play an essential role in shaping teachers’ motivation. However, research that examines the cumulative effects of these factors in Lebanese private schools remains scarce; especially in this region which is facing an economic crisis (Al Maalouf et al., 2023; Jabbour Al Maalouf et al., 2024). To address this gap, the following hypotheses have been developed:
In Lebanese private schools, educators who experience higher levels of job satisfaction tend to display increased motivation in their teaching practices.
The presence of a structured and effective reward system positively influences teachers’ motivation levels.
Teachers with access to ongoing professional development and training exhibit greater motivation in their roles.
A positive and supportive work environment significantly impacts teachers’ motivation in private educational institutions.
The purpose of this study is to investigate the various factors influencing teacher motivation within Lebanese private schools. By identifying key motivators, this research aims to provide educational policymakers and school administrators with actionable insights to improve teacher motivation and, consequently, the quality of education. Understanding how these factors interact will also help preserve educational standards in Lebanon’s private schools amidst challenging economic conditions.
Literature review
Theoretical background
Maslow’s hierarchy of needs.
Abraham Maslow developed Maslow’s Hierarchy of Needs in 1943, a psychological theory that aims to explain human motivation and the variables that affect behavior. This hierarchy includes five levels, each representing a different category of needs where people are driven to satiate these needs in a hierarchical order, moving from the lowest-level demands at the base of the pyramid to higher-level wants when the lower ones are met. Physiological needs, security needs, social needs, esteem needs and self-actualization make up the five levels of the pyramid. Maslow thought that people are motivated to go on to the next level as each level of need is met. Not everyone, however, progresses to the self-actualization stage because if a lower-level need is not met, it will continue to predominate a person’s drive until it is. According to Maslow, a worker needs to meet these conditions to be productive for the organization to be able to accomplish its goals. Based on Mattar (2010), autonomy, self-actualization and self-esteem are examples of factors that are highly influenced by the health of the economy but are less common in countries where people are struggling to survive. This is the case of Lebanon, which is the context of this study. Thus, if their requirements are met by the educational circumstances and supported by the Ministry of Education, teachers will also be more motivated (Maslow, 1958).
Expectancy theory.
The expectancy theory, developed by Victor Vroom in 1964, is a motivational theory that explains how people make decisions about their activities based on their expectations of the outcomes they expect. Vroom (1964) posits that the expectation of a valuable reward motivates individuals to work harder to improve their jobs. Bedassi (1991) argues that motivation stems from the belief that better performance will lead to personal goals. The theory consists of three main parts: anticipation, instrumentality and valence, each influenced by an individual’s perception of the circumstances that motivate them to exert effort (Vroom, 1964).
As stated by Watt and Richardson (2023), teaching motivations generally fall into three categories, which are altruistic (motivated by a desire to improve society), extrinsic (connected to job-related rewards) and intrinsic (driven by the joy of teaching). Thus, in an educational setting, teachers’ expectations are influenced by factors such as self-confidence, resource accessibility and learning objectives. High expectations lead to successful performance, while low expectations indicate slim chances of achievement. Instrumentality, on the other hand, suggests that effective performance leads to desired benefits (Osafo et al., 2021). High instrumentality is influenced by praise, criticism, professional growth, career progression and other incentives offered by the educational setting. Both factors contribute to teachers’ motivation to work harder and achieve their goals.
According to Cole (1996), valence, the third element of the expectancy theory, refers to an individual’s motivation by the possibility of receiving attractive rewards. This level of motivation varies from person to person and is influenced by subjective values and perceived worth. Teachers’ motivation to improve student lives can be influenced by their objectives, professional aspirations, intrinsic motivation and extrinsic factors.
The expectancy theory emphasizes the importance of reality perception in the motivational process, stating that the strength of motivation is determined by expectations of desired outcomes and the value attached to them. Teachers are more motivated when they have a larger expectation of desired results and a higher value placed on those outcomes. Educational institutions can improve teachers’ anticipation beliefs and motivation to work toward achievement by setting realistic goals and offering assistance and resources. Additionally, they can benefit from the FIT-Choice scale created by Watt and Richardson (2023), which was based on the expectation-value theory developed by Eccles (2009), to examine teacher incentives in a theoretically grounded and systematic manner (Watt and Richardson, 2023). This strategy has shown beneficial in the recent study on the evolution of teachers’ self-efficacy from early teacher education to mid-career (Lazarides et al., 2020).
Mainstream literature and hypotheses development
Teacher motivation.
Human resources are crucial for a company’s success and competitive advantage in the global market. A motivated and committed workforce is essential for achieving goals and objectives (Wagar, 1998). Motivation is the willingness of an employee to put forth high levels of effort in their work, influenced by their capacity to meet demands and their environment (Ngirwa, 2009). In educational institutions, maintaining teachers’ motivation is essential for their effectiveness and impact on students’ academic results and overall productivity (Doyal and Forsyth, 1973). Maintaining and assisting teachers who are highly motivated is crucial for both the teachers and the students (Watt and Richardson, 2023). Factors such as job satisfaction, teacher reward systems, professional training and development, school work environment, work situation factors and job design also impact teachers’ motivation (Infinedo, 2003). Since the economic crisis in Lebanon negatively affects teacher motivation and the quality of education, it is significant for the policymakers to implement targeted interventions to support educators and improve the learning environment via enhancing teacher remuneration, providing professional development opportunities and improving resource allocation to schools (Al Maalouf and Al Baradhi, 2024).
Teacher motivation and job satisfaction.
According to Locke (1976), job satisfaction is a positive emotional state resulting from a positive assessment of one’s career or professional experiences. It is crucial in various firms, as it impacts employee output levels and interactions with stakeholders (Faragher et al., 2005). In the context of the educational sector, school managers should assess work satisfaction to maintain motivated teachers and high morale (Mertler, 2002; Akiri, 2014; Chamundeswari, 2013; Wilson, 2008). Mwangi and Mwai (2002) believed that factors such as inadequate pay, poor career structure, limited advancement opportunities, subpar facilities, ineffective disciplinary policies and subpar work attitudes impact teachers’ morale. Also, Arar and Oplatka (2013) found that the authoritarian and hierarchical structure of Arab schools causes principals to make decisions about policies on their own without consulting staff. This leads to a social and power imbalance between the principal and teachers, which hinders the resolution of conflicts and restricts social interactions within and outside the school. Intrinsically motivated instructors tend to be less stressed and have higher job satisfaction (Davis and Wilson, 2000; Moè et al., 2010). According to Njiru (2014), external variables are mostly responsible for employment satisfaction in developing nations. Moreover, according to a study conducted in Lebanon by Ismail and El Nakkache (2014), extrinsic factors, such as pay, job security and working conditions, have a greater impact on employee motivation and satisfaction than intrinsic factors like recognition, autonomy and challenge. According to Arar (2018), teachers in the Arab education system show that principals should extend teachers’ autonomy, praise their work and apply emotional intelligence in talking with them. However, intrinsic elements impact overall motivation more when extrinsic factors are satisfied. In the Oromia regional state, low base salaries, lack of nonfinancial benefits, inconsistent career structure implementation, inability to fairly compensate for overtime work and lack of compensation in the form of bonuses, fringe benefits, incentives and rewards are the main reasons for teacher dissatisfaction in government secondary schools (Motuma, 2006). Excessive work demands during the early stages of a teacher’s career have been increasingly recognized as harmful to their well-being and professional growth (Collie et al., 2018; De Clercq et al., 2021; Skaalvik and Skaalvik, 2010, 2011; Xanthopoulou et al., 2007), impacting their self-efficacy, classroom practices (Lazarides et al., 2020) and leading to higher turnover intent (Li et al., 2021). To meet teachers’ intrinsic and extrinsic demands and foster a motivating and supportive environment, school administrators must be aware of the different aspects that influence a teacher’s degree of job satisfaction.
Thus, teacher motivation plays a crucial role in educational quality and outcomes, and job satisfaction has consistently emerged as a key driver of motivation. Mattar (2010) investigated the factors influencing teachers’ motivation in Lebanese public schools and found that recognition and a positive school climate were significant motivators, particularly in high-performing schools. However, the stability offered by public sector jobs was also a strong motivator, especially in the context of Lebanon’s socioeconomic challenges. Similarly, Bleik (2013) examined private school teachers in Beirut and highlighted that compensation, recognition and work environment strongly influence job satisfaction. Bleik’s study also emphasized that job satisfaction not only enhances teacher retention but also leads to greater student engagement and teacher commitment, critical issues in Lebanon’s private schools. Also, Nyakundi’s (2012) study of teacher motivation in Kenyan public schools further reinforced these findings, identifying job satisfaction, work environment and reward systems as central to teacher motivation. In both public and private school contexts, a supportive environment that meets teachers’ intrinsic and extrinsic needs is essential for maintaining high levels of motivation and job satisfaction (Gyimah, 2020). Based on previous studies, the following hypothesis was developed:
In Lebanese private schools, educators who experience higher levels of job satisfaction tend to display increased motivation in their teaching practices.
Teacher motivation and reward system.
In educational organizations, a well-balanced reward system is essential for encouraging staff, particularly instructors. According to Ajila and Abiola (2004), both extrinsic and intrinsic rewards can foster motivation, with extrinsic being material like pay and bonuses and intrinsic being within the job itself. Managers and administrators should prioritize matching teachers’ requirements with remuneration packages to inspire them (Bohlander et al., 2001). According to Marlow et al. (1996), market-competitive compensation is crucial for motivation and retention. Low salaries cause stress among teachers. Both internal and extrinsic rewards can inspire workers and increase output (Reio and Callahan, 2000). Intrinsic rewards, such as interesting and challenging work, have the greatest influence. Extrinsic rewards, on the other hand, may cause positive motivation due to fear of punishment or failure. Leaders must balance internal and external motivators to improve the education system.
Coolahan (2003) suggests that inadequate compensation for teachers can lead to discontent, poor performance and long-term issues. According to several studies (Darge, 2002; Motuma, 2006), teachers’ lack of motivation is primarily due to inadequate pay. According to Vroom’s expectation theory, a pay-performance relationship is necessary for encouraging performance in this regard. Carraher et al. (2006) argue that a productive incentive system is necessary to retain top performers and maximize organizational performance. Bishop (1987) proposed that remuneration is directly proportional to productivity and that the incentive structure depends on the organization’s size.
Rewards can be categorized into activity, social and material types (Greenberg and Liebman, 1990). Material rewards can range from simple wages to complex stock option programs. Social benefits include company membership or recognition from peers, customers and competitors. According to Hu et al. (2007), incentives can be monetary (compensation and bonuses) or nonmonetary (participation in decision-making and public recognition). To improve teacher motivation and job happiness, it is essential to implement reward systems efficiently. According to Skinner (1969), rewards can be advantageous or detrimental, with more favorable awards leading to higher motivation. To be effective, incentives should be tied to performance, objectives should be attainable and results should be negotiated. According to Arar and Masry-Harzallah (2019), it is essential to create policies that assist teachers for them to be promoted. Moreover, Baroudi and Hojeij (2021) recommend the creation of policies that encourage educators to take on leadership roles and participate in decision-making. Thus, managers should specify which behaviors will be rewarded and which will not and link awards to individual performance.
The relationship between reward systems and teacher motivation has been well-documented. Rasheed et al. (2016) demonstrated that financial incentives, while important, are only one part of the puzzle. Nonmonetary rewards, such as recognition, career advancement opportunities and professional development, also play a significant role in fostering motivation. In Lebanon, Baroudi et al. (2020) found that teachers’ job satisfaction was more closely related to extrinsic factors, such as working conditions and opportunities for professional growth, than to intrinsic factors like personal accomplishment. Based on previous studies, the following hypothesis was developed:
The presence of a structured and effective reward system positively influences teachers’ motivation levels.
Teacher motivation and training and professional development.
Training is the process of imparting knowledge, skills and abilities to improve personnel efficiency and effectiveness (Photanan, 2004). According to Bohlander et al. (2001), it is crucial for a firm’s survival in the current environment. Lynn (2002) emphasized the importance of access to professional development opportunities for teachers to maintain motivation. Kreisman (2002) states that development becomes a leading cause of resignation if organizations do not recognize individual needs and desire for progression. When employees receive necessary training, turnover rates are often lower in organizations.
Training and development have a positive impact on employees, leading to increased productivity, improved teaching abilities and increased confidence. According to Walsh and Taylor (2007), these programs not only boost teachers’ competencies and confidence but also inspire creativity and drive them to implement new strategies. They foster a sense of community and collaboration, bringing personal satisfaction and highlighting the importance of growth and success.
Burke (1995) found employees who participate in training initiatives feel more supported and have fewer plans to leave. According to Clotfelter et al. (2006), teachers with more training and experience are often paired with more capable students. In addition, the support of their partners and families was noted as essential to their professional development (Baroudi and Hojeij, 2021). Karabenick and Conley (2014) have made major contributions to the topic of continuous learning and development, which is necessary for instructors to maintain and improve their proficiency, abilities, motivation and happiness. Therefore, training and professional development provide teachers with the resources, information and opportunities to succeed in their positions, fostering confidence, competence and excitement, ultimately leading to increased job satisfaction.
Training and development opportunities are crucial for maintaining teacher motivation, particularly in environments where the education system faces constant challenges. In the context of Lebanese private schools, ongoing professional development has become essential due to the country’s economic and political instability. Gyimah’s (2020) study in Ghana demonstrated that professional development positively correlates with teacher motivation, a finding supported by Baroudi et al. (2020) in the Lebanese context. Schools that invest in training create environments where teachers feel valued and supported, which is particularly critical given the financial and resource constraints in Lebanon. Based on previous studies, the following hypothesis was developed:
Teachers with access to ongoing professional development and training exhibit greater motivation in their roles.
Teacher motivation and work environment.
According to Weiner (2000), the workplace and job design significantly impact employee motivation, with job satisfaction and retention being influenced by the nature of the work itself. The work environment, including policies, rules, culture, resources, working relationships, life balance, work location and internal and external environmental elements, plays a significant role in employee satisfaction, productivity, engagement and overall company success. According to McDonald (2007), improved working conditions can be achieved through better school facilities, increased teacher accountability, reduced class sizes, parental community support, collegiality, support, recognition and counseling. According to Girmay (2011), teachers who experience stress may express reduced dedication and job satisfaction. Poor working conditions, such as insufficient tools, unkempt buildings and subpar facilities, can lead to professional isolation and reduced dedication (Dunham, 1981; Motuma, 2006). Management must strive to create a workplace where everyone feels highly driven and valued, as well as prioritize personal and professional health. This will lead to happier individuals, more creative and productive in their work contributions (Toth et al., 2000). Based on Massry-Herzallah and Arar (2019), teachers’ motivation is greatly impacted by the organizational culture and school climate, especially in Arab schools where teachers’ participation in classroom activities and school decision-making is limited due to the principal’s management style and lack of autonomy. Teachers who have a sense of professional isolation due to this lack of collaboration are less likely to be motivated to improve their teaching and overall performance, particularly when faced with accountability demands.
Job design plays a crucial role in human resource management, as it significantly impacts teachers’ motivation, job satisfaction and overall efficiency in the classroom (Parker et al., 2001). Poorly planned jobs can lead to boredom and disengagement, while well-designed jobs help keep employees engaged. Key elements of effective job design include diverse tasks, autonomy, opportunities for improvement, consistent feedback, performance expectations and collaboration. Supportive leadership, including work–life balance, fair workloads, flexible scheduling and listening to teachers’ concerns, can also enhance motivation (Parker et al., 2001).
The working environment, including processes, structures, culture, resources and relationships, also significantly impacts employee performance (Clements-Croome, 2006). Decisions about the workspace aim to improve employee quality of life while increasing productivity and reducing costs. Physical elements, such as lighting and indoor air quality, are linked to worker well-being (Dilani, 2004). Toth et al. (2000) emphasize the importance of creating an environment that encourages motivation and values workers. Additionally, schools play a role in creating a motivating environment for teachers and offer a foundation for creating workplace development methods (Dickhäuser et al., 2021). A good work atmosphere and smart job design are essential for attracting and retaining talented individuals, encouraging collaboration and achieving long-term success. According to recent cross-sectional research of teachers’ aim profiles (Australia and Israel), educators who felt more a part of the community also supported more positive teaching objectives (Watt et al., 2021). This results in increased production, improved worker health and creativity and a sense of unity and motivation among teams. Leaders and managers must actively develop and cultivate these elements to foster a positive work environment.
The work environment, encompassing both physical conditions and organizational culture, is a significant factor affecting teacher motivation. Richardson and Watt (2006) highlighted that supportive work environments, especially those that reduce workload and stress, help maintain teachers’ motivation and well-being. However, excessive workloads and lack of support lead to burnout and teacher attrition. Arar (2018) expanded on this by exploring trust within the Arab educational system, finding that supportive leadership that grants teachers autonomy and emotional support is key to fostering motivation and trust. Based on previous studies, the following hypothesis was developed:
A positive and supportive work environment significantly impacts teachers’ motivation in private educational institutions.
Challenges in the Lebanese education system
Lebanon’s private schools face unique challenges exacerbated by the ongoing economic crisis. According to Al Maalouf and Al Baradhi (2024), the country’s financial instability, including the devaluation of the Lebanese pound, has significantly impacted teacher motivation, with many educators seeking better opportunities abroad. Hodroj (2023a, 2023b) further stressed that Lebanese teachers continue to work under deteriorating conditions, including poor compensation and lack of institutional support, which negatively affects their motivation and job satisfaction. Despite these challenges, teachers who remain in the system often do so out of dedication to their profession and a sense of loyalty to their students, but this resilience is not sustainable without systemic changes. In addition, Hodroj (2023a, 2023b) investigated the leadership philosophies that school principals could implement during periods of crisis, with an emphasis on how they affect teachers’ job satisfaction. This study was conducted in Lebanon, a country severely impacted by political, health and economic issues that have left the educational system more fragile. Because of the financial instability – which is shown by the Lebanese pound losing over 90% of its value without matching compensation increases – many teachers are looking for better job opportunities both domestically and abroad. The study used a mixed-methods approach to collect data, incorporating face-to-face interviews and surveys. Initial data was gathered through semistructured interviews with four school principals. Furthermore, 117 instructors who worked in these schools received questionnaires. The findings shed light on the motivations behind certain teachers’ continued employment despite poor compensation and offered insights into how principals’ leadership philosophies and crisis management techniques affect teachers’ job satisfaction. Principals were concerned about minimizing teacher burnout and sustaining teacher satisfaction in the face of persistent problems.
Furthermore, AL-Sayegh (2023) further examined the professional challenges faced by Lebanese teachers, focusing on the Aley district. The study used a qualitative methodology involving interviews with teachers to gather in-depth insights into their experiences and perceptions. Key findings highlighted the detrimental impact of low salaries on teachers’ job satisfaction and mental health, exacerbated by Lebanon’s economic crisis. Teachers reported difficulty meeting basic needs and noted that financial stress negatively affected student outcomes. The study recommended that policymakers address these financial challenges to improve education quality and teacher well-being.
Based on the literature review, four primary factors have been identified as influencing teacher motivation in Lebanese private schools: job satisfaction, reward systems, training and development and work environment. These factors have been consistently highlighted in studies from Lebanon and other regions facing similar educational challenges, and they form the basis of the conceptual framework for this study. Figure 1 illustrates the relationships between these independent variables (job satisfaction, reward systems, training and development and work environment) and the dependent variable (teacher motivation).
Research methodology
This research uses a positivist philosophy and a deductive approach to investigate factors influencing teachers’ motivation and performance in Lebanese schools. The research methodology is based on the six levels of the research onion model, with a mono-quantitative approach for data collection, analysis and interpretation (Saunders et al., 2016). A questionnaire was used to gather data from 229 teachers from various private schools in Lebanon. The questionnaire was structured using closed-ended questions and a Likert scale to measure respondents’ agreement with variables. The cross-sectional study design was chosen as data was collected in a single period.
The questionnaire was similar to the questionnaire of Nyakundi (2012), who discussed the factors impacting teacher motivation in public secondary schools in Thika West District, Kiambu County. It was tailored to this study and included six sections. The first section included the demographic variables. The remaining sections included Likert scale agreement statements. The second section included five statements related to job satisfaction. The third section included five statements related to the reward system. The fourth section included five statements related to training and professional development. The fifth section included five statements related to the work environment. The sixth section included five statements related to motivation. Teacher motivation was assessed through a series of structured statements reflecting various dimensions of motivational influences within the teaching context. The first item is “I feel motivated to excel in my teaching endeavors.” This item measures the general intrinsic motivation of teachers, indicating their enthusiasm and commitment to improving their teaching practices. The second item is “My motivation to teach is influenced by job satisfaction.” This statement explores the relationship between job satisfaction and motivation, emphasizing that satisfied teachers are more likely to feel motivated. It captures how fulfillment in their roles contributes to their overall drive to teach. The third item is “Rewards and recognition contribute significantly to my motivation in teaching.” This item assesses the extent to which external motivators, such as acknowledgment and rewards, influence teachers’ motivation levels. It addresses the importance of a reward system in reinforcing positive teaching behaviors. The fourth item is “Ongoing professional development enhances my motivation as an educator.” This statement evaluates how access to professional growth opportunities, such as workshops and training, affects teachers’ motivation. It reflects the idea that continuous learning fosters a sense of competence and improvement, thereby enhancing motivation. The fifth item is “A supportive work environment positively impacts my motivation to teach.” This item captures the significance of the work context in motivating teachers. It considers factors such as collegial support, administrative encouragement and resource availability, indicating that a nurturing environment is critical for maintaining high motivation levels. These questions collectively provide a comprehensive understanding of the factors influencing teacher motivation in Lebanese private schools. Thus, each variable was operationalized through specific questionnaire items, allowing for the measurement of teacher perceptions related to job satisfaction, reward systems, professional development, work situational factors and motivation. The use of Likert scales provided a quantitative basis for analyzing relationships among these variables. A pilot test was conducted with 25 respondents prior to data collection to ensure the validity and clarity of the questionnaire.
Lebanon’s school system consists of six years of primary education (ages 6–12 years) and six years of secondary education (ages 12–18 years). Basic education is compulsory until the age of 15. Based on the SABER Country Report for Lebanon 2010, there are 87,808 teachers in Lebanon. Around 55% of the teaching force is concentrated in the private sector (World Bank, 2010). In the current research, about 51,000 instructors were working in private schools in Lebanon who were the population being studied. The snowball sampling technique was used to collect data from a nonrandom sample of teachers in private schools. The questionnaires were distributed via Google Forms and analyzed using the Statistical Package for the Social Sciences. Cronbach’s alpha was used to test the reliability of the data and regression analysis was used to test the hypotheses. The paper adhered to ethical conduct principles, protecting the rights, welfare and interests of all parties involved. Teachers’ anonymity was maintained to maintain ethical integrity, and their opinions were respected and acknowledged throughout the data collection phase. The research environment was designed to respect and guard the opinions and rights of all participants, ensuring a safe and ethical research process.
Findings of the study
Sample profile
Table 1 shows the sample profile. In total, 86.5% of the sample are females and 13.5% are males, 38.9% of the respondents have a master’s degree, whereas the majority of respondents (59.8%) have a bachelor’s degree. Yet, the percentage of people with a teaching diploma is very low (1.3%). As for their age groups, 2.2% are between 18 and 25 years old, 19.7% are between 26 and 35 years old, 15.2% are between 36 and 45 years old, 45.4% of the respondents are between 46 and 55 years old and 17.5% are above 55 years old. The years of experience of the respondents vary 57.0% of respondents have more than 15 years of experience as teachers, 26.7% have 11–15 years of experience, 4.6% have 2 to 5 years of experience (11.7%), the respondents’ proportions are the lowest. These results help provide insights into different levels of teachers’ professional backgrounds and experiences in teaching. The distribution of teachers according to the number of years they have spent at their current school reveals that those with over 15 years of experience make up the largest proportion at 52.0%. This is followed by the group with 2–5 years of experience, which accounts for 24.6% of respondents. In contrast, the groups with less than 2 years of experience (7.7%) and 6–10 years of experience (15.7%) represent the smallest proportions of respondents.
Sample profile
| Category | Subcategory | % |
|---|---|---|
| Gender | Female | 86.50 |
| Male | 13.50 | |
| Educational qualification | Master’s degree | 38.90 |
| Bachelor’s degree | 59.80 | |
| Teaching diploma | 1.30 | |
| Age groups | 18–25 years | 2.20 |
| 26–35 years | 19.70 | |
| 36–45 years | 15.20 | |
| 46–55 years | 45.40 | |
| Above 55 years | 17.50 | |
| Years of experience in teaching | More than 15 years | 57.00 |
| 11–15 years | 26.70 | |
| 6–10 years | 11.70 | |
| 2–5 years | 4.60 | |
| Years in current school | More than 15 years | 52.00 |
| 6–10 years | 15.70 | |
| 2–5 years | 24.60 | |
| Less than 2 years | 7.70 |
Reliability test
Table 2 reveals that Cronbach’s alpha coefficient is 0.935 which suggests a strong reliability of the data.
Regression analysis
Table 3 provides an overview of the regression analysis conducted to examine the relationship between job satisfaction, reward systems, training and development, work environment and motivation among teachers. The regression model shows a moderate level of association between the predictors (job satisfaction, reward systems, training and development and work environment) and the dependent variable (motivation), with an R-value of 0.664. Approximately 44.1% of the variance in motivation can be explained by the predictors, as indicated by the R-square value. The adjusted R-square value, which accounts for the number of predictors in the model, is 0.431, suggesting that the predictors collectively account for 43.1% of the variance in motivation. The standard error of the estimate is 0.37059, indicating the average distance between the observed values of motivation and the values predicted by the regression model. The regression model is statistically significant, as indicated by the F-value of 44.210 with a corresponding p-value of less than 0.001. This suggests that at least one of the predictors significantly contributes to predicting motivation.
Regression analysis
| Model summary | |||||
| Model | R | R-square | Adjusted R-square | Std. error of the estimate | |
| 1 | 0.664a | 0.441 | 0.431 | 0.37059 | |
| ANOVAa | |||||
| Model | Sum of squares | df | Mean square | F | Sig. |
| 1 | |||||
| Regression | 24.287 | 4 | 6.072 | 44.210 | 0.000b |
| Residual | 30.764 | 224 | 0.137 | ||
| Total | 55.050 | 228 | |||
| Coefficients | |||||
| Unstandardized coefficients | Standardized coefficients | ||||
| Model | B | Std. error | Beta | t | Sig. |
| 1 | |||||
| (Constant) | 1.729 | 0.215 | 8.038 | 0.000 | |
| Job satisfaction | 0.099 | 0.060 | 0.119 | 1.648 | 0.101 |
| Reward systems | −0.269 | 0.038 | −0.459 | −7.060 | 0.000 |
| Training and development | 0.308 | 0.064 | 0.390 | 4.814 | 0.000 |
| Work environment | 0.429 | 0.047 | 0.516 | 9.111 | 0.000 |
Note: aDependent variable: motivation; aPredictors: (constant), work environment, job satisfaction, reward systems and training and development
The coefficients table provides information about the contribution of each predictor to the regression model. The constant term represents the estimated value of motivation when all predictor variables are zero. In this model, it is 1.729. Among the predictors, reward systems (−0.269), training and development (0.308) and work environment (0.429) have statistically significant coefficients with p-values less than 0.001, indicating their significant contributions to predicting motivation. Job satisfaction has a coefficient of 0.099, but its p-value (0.101) is greater than 0.05, indicating that its contribution to predicting motivation is not statistically significant in this model. Thus, the regression analysis suggests that reward systems, training and development and work environment significantly influence educators’ motivation, while the contribution of job satisfaction is not statistically significant in this particular model.
Discussion of the findings
The conceptual framework of this study posits that teacher motivation in Lebanese private schools is influenced by four key factors: job satisfaction, reward systems, training and development and the work environment. Each of these variables has been tested in the regression model, and the results offer valuable insights into how these factors affect motivation in the challenging context of Lebanon’s education system.
Job satisfaction and teacher motivation (H1)
The results indicate that job satisfaction has a positive coefficient (0.099) but is not statistically significant (p-value = 0.101). Although past research, such as Gyimah (2020) and Rasheed et al. (2016), has underscored the importance of job satisfaction in enhancing teacher motivation, this study’s findings suggest that in Lebanese private schools, job satisfaction alone does not significantly drive teacher motivation. This could be attributed to Lebanon’s ongoing economic crisis, which may undermine the effects of job satisfaction. As highlighted by Hodroj (2023a, 2023b), the deteriorating financial conditions have left teachers demotivated despite finding intrinsic fulfillment in their profession. The discrepancy between this study and earlier findings suggests that job satisfaction may not be a strong motivator in contexts where external economic pressures dominate.
Reward systems and teacher motivation (H2)
Contrary to expectations, the results show a negative relationship between reward systems and motivation (−0.269), though this is statistically significant (p-value < 0.001). Previous studies, such as Baroudi et al. (2020) and Bleik (2013), have emphasized the positive role of rewards in motivating teachers. However, the economic instability in Lebanon has likely weakened the effectiveness of reward systems. Schools may have reduced or eliminated monetary incentives, making reward systems appear insufficient or irrelevant in motivating teachers, as noted by Al Maalouf and Al Baradhi (2024). The current situation illustrates how financial constraints and poorly designed reward systems may fail to incentivize teachers, underscoring the need for schools to rethink their reward mechanisms, especially in economically strained environments.
Training and development and teacher motivation (H3)
The findings confirm a positive and significant relationship between training and development and teacher motivation (coefficient = 0.308, p-value < 0.001). This supports the conclusions of Rasheed et al. (2016), Nyakundi (2012) and Hodroj (2023a, 2023b), who emphasized the critical role of ongoing professional development in enhancing motivation. The results suggest that even when financial resources are limited, investment in teacher training can serve as an effective motivator. Teachers value opportunities for professional growth, which may help them cope with the broader challenges of the profession. These findings highlight the importance of continuous learning and the potential for professional development programs to mitigate some of the negative impacts of the current economic crisis on teacher motivation.
Work environment and teacher motivation (H4)
The regression analysis reveals that the work environment has the strongest positive relationship with motivation (coefficient = 0.429, p-value < 0.001). This aligns with studies like Bleik (2013), Mattar (2010) and Hodroj (2023a, 2023b), which emphasize the importance of a supportive work environment in fostering motivation. The significance of this factor in the Lebanese context is particularly relevant given the external economic pressures teachers face. A positive work environment, including teamwork, recognition and supportive leadership, can serve as a critical buffer, maintaining teacher motivation despite external challenges. This result highlights the need for school leadership to focus on creating a nurturing organizational climate, which can play a vital role in sustaining teacher morale during difficult times.
By integrating the conceptual framework with existing studies, this discussion demonstrates that while job satisfaction and reward systems may not be effective in motivating teachers under Lebanon’s current economic circumstances, professional development and a supportive work environment remain crucial. The findings emphasize the need for schools to reassess their reward structures and prioritize professional development and organizational support to enhance teacher motivation. This study’s alignment with prior research further validates the importance of these factors in both the Lebanese context and broader educational settings.
Conclusion and recommendations
Conclusion
This study aimed to identify the key factors influencing teacher motivation in Lebanese private schools, recognizing that motivated teachers are crucial for improving educational outcomes. Four main variables were examined: job satisfaction, reward systems, training and development and work environment. The regression analysis revealed that while job satisfaction did not have a statistically significant effect on motivation, reward systems had a significant but negative impact, likely reflecting the financial challenges faced by many schools. In contrast, training and development, along with a supportive work environment, were found to significantly enhance teacher motivation. These findings underscore the importance of professional growth opportunities and a positive work environment in sustaining teacher motivation, even when financial resources are limited. These results highlight the need for school administrators and policymakers to focus on nonmonetary aspects of teacher motivation, particularly professional development and organizational support, as these elements are most likely to have a sustained positive impact.
Recommendations
The recommendations of the study are as follows:
Enhance reward systems: schools should revise their reward systems to include not only financial incentives but also nonmonetary rewards such as wellness programs, additional time off or research grants. Regularly updating these systems and clearly communicating their availability can improve trust and satisfaction.
Invest in training and development: schools must prioritize continuous professional development tailored to teachers’ needs and interests. Funding and promoting these programs will enhance motivation and professional growth.
Foster a positive work environment: initiatives that promote collaboration, open communication and teamwork should be implemented. Regular staff meetings, anonymous feedback systems and mentorship programs can strengthen teacher engagement and motivation.
Leadership and autonomy: school administrators should create a culture of supportive leadership and provide teachers with greater autonomy in their roles, which can increase job satisfaction and long-term commitment.
Limitations and future research
The study is limited by its focus on private schools in Lebanon and relies on cross-sectional data. Future research should use longitudinal studies to explore the long-term effects of motivation on teacher performance and student outcomes, which were not considered in this study. A mixed-methods approach, incorporating both qualitative and quantitative data, could offer deeper insights into the complex dynamics of motivation. Comparing results from different educational settings, including public schools and examining external factors like socioeconomic conditions would further enrich the understanding of teacher motivation in Lebanon. Finally, intervention studies that evaluate the effectiveness of revised incentive schemes could help develop targeted strategies for improving teacher motivation.
Contribution to knowledge and practice
This study makes significant contributions to both the academic literature and the practical management of private schools in Lebanon by addressing gaps in understanding the factors influencing teacher motivation in this context.
From a theoretical standpoint, the research enhances existing knowledge on teacher motivation by exploring dimensions such as job satisfaction, reward systems, training and development and work environment within the Lebanese context. While much of the literature on teacher motivation focuses on educational settings in developed nations and stable ones, this study highlights the unique challenges faced by teachers in Lebanon, particularly in light of ongoing economic instability and resource constraints. The finding that financial rewards have a negative impact on motivation due to existing financial constraints presents a crucial insight, suggesting that traditional motivational strategies may not be effective in this context. This contributes to a more nuanced understanding of how socioeconomic factors influence teacher motivation.
Practically, the findings provide valuable insights for school administrators and policymakers navigating the complexities of Lebanon’s educational landscape. By identifying that professional development opportunities and a supportive work environment significantly enhance teacher motivation, the study advocates for cost-effective strategies that do not solely rely on financial incentives. This is particularly important in a context where budget constraints limit the feasibility of traditional reward systems. Moreover, this research underscores the necessity for schools to foster a positive work culture and invest in training programs tailored to teachers’ needs. Such initiatives can help mitigate the impact of financial limitations and support teacher retention, which is essential for maintaining educational quality amidst challenges.
In conclusion, this study not only deepens the understanding of teacher motivation specific to the Lebanese private school sector but also provides practical recommendations that can inform policy and management practices. By recognizing the unique challenges faced by teachers in Lebanon, the findings contribute to broader efforts aimed at enhancing educational outcomes in a country marked by economic and social upheaval.
