Perceived School Head Leadership Style and Environmental Factors as Determinants of Professional Motivation of Teachers: A Multiple Linear Regression Analysis

Abstract

Poor professional motivation is a global concern. The significance of the contribution of school head leadership style and environmental factors as causes of professional motivation of teachers was determined. Using a diagnostic research design and surveying 234 teachers selected through total enumeration sampling, the multiple linear regression analysis revealed that school head leadership style does not significantly influence teachers’ professional motivation; whereas environmental factors do, partly affirming the Path-Goal Theory of Leadership that emphasizes the leader’s role in facilitating conditions that enhance motivation. Future research should examine additional variables and use qualitative approaches to gain deeper insight into teachers’ professional motivation, while school leaders are encouraged to strengthen programs that enhance the educational work environment to better support and sustain motivation.