ISSN: 2226-6348
Open access
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.
American Psychological Association. (n.d.). Promoting mental health in early childhood educators: Supporting a high-quality workforce. https://www.apa.org
Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Interventions to reduce stress and burnout among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(6), 3256. https://doi.org/10.3390/ijerph19063256
Balboa, R. (2020). Teacher burnout in the Philippines: A growing concern. Journal of Education and Practice, 11(15), 45-52. https://doi.org/10.7176/JEP/11-15-06
Blau, P. M. (1964). Exchange and power in social life. Wiley.
Carson, R. L., Baumgartner, J. J., Ota, C. L., Kuhn, A. P., & Durr, A. (2017). An ecological momentary assessment of burnout, rejuvenation strategies, and emotional exhaustion in early childhood educators. Early Childhood Education Journal, 45(6), 801-808. https://doi.org/10.1007/s10643-016-0835-5
Cassidy, D. J., King, E. K., Wang, Y. C., Lower, J. K., & Kintner-Duffy, V. L. (2019). Teacher work environments are toddler learning environments: Teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviors. Early Child Development and Care, 189(6), 976-991. https://doi.org/10.1080/03004430.2017.1355048
Chen, J. (2022). First-year teachers’ experiences during COVID-19: Stress, coping, and self-compassion. Teaching and Teacher Education, 110, 103563. https://doi.org/10.1016/j.tate.2021.103563
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands resources model of burnout. Journal of Applied Psychology, 86(3), 499-512. https://doi.org/10.1037/0021-9010.86.3.499
Dhanapal, S., Alwie, A., Subramaniam, T., & Vashu, D. (2013). Factors influencing job satisfaction among academic staff in Malaysian private universities. Asian Social Science, 9(9), 137-145. https://doi.org/10.5539/ass.v9n9p137
García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22(1), 189-208. https://doi.org/10.1007/s11218-018-9471-9
Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Pearson.
Gilliam, W. S., & Shahar, G. (2006). Preschool and child care expulsion and suspension: Rates and predictors in one state. Infants & Young Children, 19(3), 228-245. https://doi.org/10.1097/00001163-200607000-00007
Grant, A. A. (2018). Teacher burnout and turnover in early childhood education: A review of literature. Early Childhood Education Journal. https://doi.org/10.1007/s10643-018-0917-7
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
Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work. Wiley.
Howard, J. L., Gagné, M., Morin, A. J. S., & Forest, J. (2017). Using bifactor exploratory structural equation modeling to test for a continuum structure of motivation. Journal of Management, 44(7), 2638-2664. https://doi.org/10.1177/0149206316645653
Balakrishnan, K., Singh, R. K. A. G., & Rashid, S. I. A. (2025). Understanding The Interplay between Burnout, Job Satisfaction and Motivation: A Study of Preschool Teachers’ in Selangor, Malaysia. International Journal of Academic Research in Progressive Education and Development, 14(3), 2007-2030.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode