Understanding The Interplay between Burnout, Job Satisfaction and Motivation: A Study of Preschool Teachers’ in Selangor, Malaysia

Abstract

This study looks at the complicated links between burnout, job satisfaction, and motivation among preschool teachers in Selangor, Malaysia, with a focus on how motivation acts as a middleman. We used the Maslach Burnout Inventory, a validated job satisfaction scale, and motivation measures. We did this by combining qualitative interviews (N=6) with quantitative surveys (N=41). The results showed that there were strong negative correlations between burnout dimensions (emotional exhaustion, r = -.58, p < .01; depersonalization, r = -.52, p < .01) and job satisfaction. Mediation analysis showed that motivation partially mediated the effect of burnout on satisfaction, making up 32% of the effect (? = 0.36, p < 0.05). Qualitative results found three main causes of burnout: too much work (reported by 83% of interviewees), not enough pay (92%), and difficult relationships between parents and teachers (67%). Notably, intrinsic motivation factors (like student progress and a sense of purpose) had stronger protective effects (? = 0.42). Notably, extrinsic rewards (? = 0.18), in contrast to intrinsic motivation factors (e.g., student progress, sense of purpose), demonstrated stronger protective effects (? = 0.42). By (1) validating the Job Demands-Resources model in Malaysian preschool contexts, (2) illustrating cultural differences in the protective role of motivation, and (3) suggesting focused interventions to improve teacher wellbeing, the study adds to the body of literature. Recommendations for policy changes pertaining to teacher-student ratios, mental health support networks, and early childhood education-specific pay structures in developing Asian contexts are examples of practical implications.