The Factors Influencing Teacher Motivation in Sabah

Abstract

Recently, the increasing turnover rate among rural teachers has become a significant obstacle to improving education quality. Teacher motivation, particularly in rural areas, has been linked to factors such as perceived organizational support and rewards. However, the exact nature of these connections remains unclear. This study aimed to examine the significance of two key motivational factors—perceived organizational support and rewards—and the moderating influence of teachers' backgrounds (gender, age, and marital status). A total of 161 teachers participated, and the results revealed a strong correlation between perceived organizational support and teacher motivation, as well as between both intrinsic and extrinsic rewards and teacher motivation. However, the background of teachers (gender, age, and marital status) was found to have minimal impact on the strength of the relationship between these two factors and teacher motivation. The study concluded that the main factors influencing teacher motivation in rural primary schools are perceived organizational support and rewards. In rural contexts, providing teachers with appropriate support and rewards is crucial for boosting or maintaining their motivation.