The Mediating Role of Motivation in Teacher Performance: An Analysis of Workload, Work-Life Balance, Job Satisfaction, and Teaching Aids in Malaysia

Teachers directly influence educational quality and national development yet escalating administrative burdens and evolving pedagogical demands increasingly threaten their performance. While existing research addresses direct relationships, the underlying psychological mechanisms remain unexplored. This study investigates the mediating role of motivation in teacher performance through an analysis of workload, work-life balance, job satisfaction, and teaching aids within the Klang Valley region of Malaysia. Utilizing a quantitative, cross-sectional research design, structured questionnaires were administered to public secondary school teachers across the Federal Territories of Kuala Lumpur, Putrajaya, and Selangor (n=379). The study addresses critical implementation gaps of the Malaysia Education Blueprint 2013–2025 by examining how external workplace conditions translate into instructional effectiveness. Structural equation modeling (PLS-SEM) indicates that teacher motivation serves as a key mediator. Specifically, job satisfaction and teaching aids positively influence motivation and performance. While workload exerts a negative direct effect on performance (β=-0.145,p=.019), it exhibits a positive path to motivation (β=0.187,p<.001), indicating a competitive mediation structure where intrinsic drive partially offsets direct administrative strain. These findings offer empirical evidence for educational administrators to implement workload streamlining, resource optimization, and recognition policies that support a motivated teaching workforce.

Teacher Performance, Motivation, Workload, Work-Life Balance, Job Satisfaction, Teaching Aids, Klang Valley Education

1. Abdullah, A., & Ismail, S. N. (2020). Developing and validating teacher motivation instruments for Malaysian public school educators. International Journal of Instruction, 13(3), 521–538. https://doi.org/10.29333/iji.2020.13336a [Google Scholar] [Crossref]

2. Abdullah, A. G. K., & Al-Banna, H. (2021). Teacher job satisfaction and organizational commitment in Malaysian schools. Malaysian Journal of Learning and Instruction, 18(1), 120–145. https://doi.org/10.32890/mjli2021.18.1.5 [Google Scholar] [Crossref]

3. Amzat, I. H. (2017). Teacher professional performance scale: Development and validation in Malaysian secondary schools. Educational Assessment, Evaluation and Accountability, 29(4), 411–432. https://doi.org/10.1007/978-981-10-3386-5 [Google Scholar] [Crossref]

4. Bakker, A. B., & de Vries, J. D. (2021). Job Demands-Resources theory and self-regulation: New explanations and remedies for job burnout. Anxiety, Stress, & Coping, 34(1), 1–21. https://doi.org/10.1080/10615806.2020.1797695 [Google Scholar] [Crossref]

5. Chen, X., Zhang, Y., & Wang, L. (2026). Job demand-control-support model and teacher well-being: A meta-analytic structural equation modeling approach. Educational Psychology Review, 38(1), Article 12. https://doi.org/10.1007/s10648-025-09850-w [Google Scholar] [Crossref]

6. Collie, R. J. (2023). Teachers’ workplace experiences and instructional quality: A self-determination theory perspective. Contemporary Educational Psychology, 73, Article 102176. https://doi.org/10.1016/j.cedpsych.2023.102176 [Google Scholar] [Crossref]

7. Collie, R. J., & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with autonomy support, occupational intention, and job satisfaction. Teaching and Teacher Education, 65, 111–121. https://doi.org/10.1016/j.tate.2017.03.003 [Google Scholar] [Crossref]

8. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 [Google Scholar] [Crossref]

9. Department for Education. (2019). Teacher workload survey 2019: Research report. UK Government Department for Education. https://www.gov.uk/government/publications/teacher-workload-survey-2019 [Google Scholar] [Crossref]

10. Fernet, C., Chanal, J., & Guay, F. (2017). What fuels the fire: Job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work & Stress, 31(2), 145–163. https://doi.org/10.1080/02687373.2017.1303758 [Google Scholar] [Crossref]

11. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104 [Google Scholar] [Crossref]

12. Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16(2), 250–279. https://doi.org/10.1016/0030-5073(76)90016-7 [Google Scholar] [Crossref]

13. Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). SAGE Publications. https://doi.org/10.1007/978-3-030-80519-7 [Google Scholar] [Crossref]

14. Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203 [Google Scholar] [Crossref]

15. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9780203887332 [Google Scholar] [Crossref]

16. Hedzir, M. N., Bakar, A. A., & Ramli, F. (2024). Examining the role of job autonomy and competence satisfaction in mitigating teacher stress in urban schools. Malaysian Journal of Society and Space, 20(1), 99–114. https://doi.org/10.17576/geo-2024-2001-08 [Google Scholar] [Crossref]

17. Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8 [Google Scholar] [Crossref]

18. Huang, X., Zhu, Y., Liu, L., Li, M., & Pi, Z. (2025). Burnout among kindergarten teachers working long hours: Causes and strategies for mitigation. Teaching and Teacher Education, 138, Article 104420. https://doi.org/10.1016/j.tate.2024.104420 [Google Scholar] [Crossref]

19. Humphrey, S. E., Nahrgang, J. D., & Morgeson, F. P. (2007). Integrating motivational, social, and contextual work design features: A meta-analytic summary and theoretical extension of the work design literature. Journal of Applied Psychology, 92(5), 1332–1356. https://doi.org/10.1037/0021-9010.92.5.1332 [Google Scholar] [Crossref]

20. Hwang, S. (2022). Profiles of mathematics teachers’ job satisfaction and stress and their association with dialogic instruction. Sustainability, 14(11), Article 6925. https://doi.org/10.3390/su14116925 [Google Scholar] [Crossref]

21. Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher well-being? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 105, Article 103395. https://doi.org/10.1016/j.tate.2021.103395 [Google Scholar] [Crossref]

22. Karasek, R. A. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 24(2), 285–308. https://doi.org/10.2307/2392498 [Google Scholar] [Crossref]

23. Kothari, C. R. (2004). Research methodology: Methods and techniques (2nd ed.). New Age International Publishers. https://www.google.com/books/edition/Research_Methodology/8_q_Yp5q_iEC [Google Scholar] [Crossref]

24. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308 [Google Scholar] [Crossref]

25. Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x [Google Scholar] [Crossref]

26. Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers' intentions to quit. Teaching and Teacher Education, 105, Article 103425. https://doi.org/10.1016/j.tate.2021.103425 [Google Scholar] [Crossref]

27. Meuleners, L., Chen, H., & Tan, L. (2025). Technological infrastructure disparities and instructional effectiveness in Southeast Asian public education. Computers in Human Behavior, 151, Article 108012. https://doi.org/10.1016/j.chb.2024.108012 [Google Scholar] [Crossref]

28. Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013–2025 (Preschool to Post-Secondary Education). Ministry of Education Malaysia. https://www.moe.gov.my/en/blueprint/malaysia-education-blueprint-2013-2025 [Google Scholar] [Crossref]

29. Ministry of Education Malaysia. (2022). Quick facts 2022: Malaysia educational statistics. Educational Planning and Research Division, Ministry of Education Malaysia. https://www.moe.gov.my/en/penerbitan/3792-quick-facts-2022/file [Google Scholar] [Crossref]

30. Mohd Yaakob, M. F., Habibi, A., Halili, S. H., Abdullah, H., Yaqin, L. N., Alqahtani, T. M., & Omar Fauzee, M. S. (2025). Unveiling the role of organizational commitment on job satisfaction and job performance in Islamic education. International Journal of Evaluation and Research in Education, 14(2), 975–983. https://doi.org/10.11591/ijere.v14i2.31071 [Google Scholar] [Crossref]

31. Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318 [Google Scholar] [Crossref]

32. Nilsen, S., Rosengren, K., & Jansson, I. (2020). Impact of job design on employee well-being and job performance: A systematic review. Journal of Nursing Management, 28(6), 1200–1212. https://doi.org/10.1111/jonm.13068 [Google Scholar] [Crossref]

33. Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879 [Google Scholar] [Crossref]

34. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 [Google Scholar] [Crossref]

35. Sailer, M., & Sailer, M. (2024). Technological pedagogical content knowledge and teacher self-efficacy: A structural model of digital learning integration. Computers & Education, 212, Article 104988. https://doi.org/10.1016/j.compedu.2024.104988 [Google Scholar] [Crossref]

36. Saraih, U. N., Nor Azmi, N. N., Mohd Kassim, M. A., Ansari, J., Saadon, M. S. I., & Hassan, A. (2024). The effect of work overload, student misbehaviours and self-efficacy on teachers’ burnout: Evidence from the Malaysian secondary schools. Journal of Business and Social Development, 12(1), 59–68. https://doi.org/10.46754/jbsd.2024.03.005 [Google Scholar] [Crossref]

37. Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill-building approach (7th ed.). John Wiley & Sons. https://www.wiley.com/en-us/Research+Methods+For+Business%3A+A+Skill+Building+Approach%2C+7th+Edition-p-9781119165552 [Google Scholar] [Crossref]

38. Sinniah, S., Al Mamun, A., Md Salleh, M. F., Makhbul, Z. K. M., & Hayat, N. (2022). Modeling the significance of motivation on job satisfaction and performance among the academicians: The use of hybrid structural equation modeling-artificial neural network analysis. Frontiers in Psychology, 13, Article 935822. https://doi.org/10.3389/fpsyg.2022.935822 [Google Scholar] [Crossref]

39. Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251–1275. https://doi.org/10.1007/s11218-018-9464-8 [Google Scholar] [Crossref]

40. Slemp, G. R., Field, J. G., & Cho, A. S. (2025). A meta-analysis of autonomous motivation and workplace outcomes in educational settings. Journal of Educational Psychology, 117(1), 102–124. https://doi.org/10.1037/edu0000852 [Google Scholar] [Crossref]

41. Teo, T., & Noyes, J. (2014). Explaining the intention to use technology among pre-service teachers: A multi-group analysis. Interactive Learning Environments, 22(1), 51–66. https://doi.org/10.1080/10494820.2011.641674 [Google Scholar] [Crossref]

42. Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247 [Google Scholar] [Crossref]

43. UNESCO. (2022). Transforming education from within: Current trends and global strategies. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000382223 [Google Scholar] [Crossref]

44. World Bank. (2022). Realizing human capital through teacher quality: Malaysian education review. World Bank Group. https://openknowledge.worldbank.org/handle/10986/37821 [Google Scholar] [Crossref]

45. Zainal, Z., & Mat, N. (2021). Administrative workload and teacher mental health in Malaysian public schools. International Journal of Academic Research in Business and Social Sciences, 11(4), 812–825. https://doi.org/10.6007/IJARBSS/v11-i4/9712 [Google Scholar] [Crossref]

46. Zhao, W., Liao, X., Li, Q., Jiang, W., & Ding, W. (2022). The relationship between teacher job stress and burnout: A moderated mediation model. Frontiers in Psychology, 12, Article 784243. https://doi.org/10.3389/fpsyg.2021.784243 [Google Scholar] [Crossref]

• Examine Sleep Deprivation among Adolescents: Evidence from a Selected Chinese High School in Johor, Malaysia
• Effectiveness of Learning PEMDAS through Game-Based Learning for Primary Students
• Socioeconomic Background and Self-Efficacy as Predictors of Emotional Resilience among In-School Adolescents in Abeokuta, Nigeria
• Muguka Related Activities on Students’ Self-Acceptance Levels in Mbeere South Sub County, Embu County, Kenya
• Emotional Neglect and Students’ Academic Performnce in Secondary Schools in Delta North Senatorial District