Exploring the Relationships between External and Internal Motivation on Job Satisfaction among Primary Teachers in the Ministry of Education in Jordan: The Moderating Effect of Perceived Organizational Support

Abstract

This conceptual paper explores how external and internal motivations can enhance job satisfaction among primary school teachers in Jordanian public schools, with a particular focus on perceived organizational support as a moderating variable. The study confirms that perceived organizational support plays a important moderating role in the relationship between various job satisfaction factors and teachers' experiences. Challenges such as low wages, stressful workloads, and limited professional development opportunities highlight the need for a deeper understanding of how these intrinsic and extrinsic motivation factors, along with perceived organizational support, influence teachers' morale and enhance their motivation. The proposed framework suggests that a supportive organizational context enhances the effects of both fundamental and psychological needs, thereby enhancing teachers' job satisfaction. By demonstrating the importance of perceived organizational support in enhancing job satisfaction, the paper aims to provide educational leaders and stakeholders with more practical strategies to address the diverse needs of teachers. This research contributes to the understanding of job satisfaction in the educational context of the Middle East and offers ways to improve teacher retention and create a more conducive work environment in Jordanian public primary schools.