research questions about employee motivation

Employee Engagement as Human Motivation: Implications for Theory, Methods, and Practice

• Regular Article
• Published: 28 December 2022
• Volume 57 , pages 1223–1255, ( 2023 )

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• J. David Pincus   ORCID: orcid.org/0000-0003-3523-2912 1 , 2  

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The central theoretical construct in human resource management today is employee engagement. Despite its centrality, clear theoretical and operational definitions are few and far between, with most treatments failing to separate causes from effects, psychological variables from organizational variables, and internal from external mechanisms. This paper argues for a more sophisticated approach to the engagement concept, grounding it in the vast psychological literature on human motivation. Herein lies the contribution of our paper; we argue that the apparent diversity of operational definitions employed by academics and practitioners can be understood as tentative attempts to draw ever nearer to key motivational concepts, but never quite get there. We review the leading definitions of employee engagement in the literature and find that they are reducible to a core set of human motives, each backed by full literatures of their own, which populate a comprehensive model of twelve human motivations. We propose that there is substantial value in adopting a comprehensive motivational taxonomy over current approaches, which have the effect of “snowballing” ever more constructs adopted from a variety of fields and theoretical traditions. We consider the impact of rooting engagement concepts in existing motivational constructs for each of the following: (a) theory, especially the development of engagement systems; (b) methods, including the value of applying a comprehensive, structural approach; and (c) practice, where we emphasize the practical advantages of clear operational definitions.

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Introduction

Despite the centrality of the employee engagement concept, clear theoretical and operational definitions are few and far between, with most treatments failing to separate causes from effects, psychological variables from organizational variables, and internal from external mechanisms. This paper argues for a more sophisticated approach to the engagement concept, grounding it in the vast psychological literature on human motivation.

The Current State of Theory

In social science research, it is always good practice to try to distinguish causes and effects in theoretical models, resulting in testable propositions. Much of the theoretical work of both academics and practitioners Footnote 1 in the domain of employee engagement has unfortunately neglected this fundamental step, instead adopting a list generation approach, enumerating all the exogenous and endogenous variables that could, should, or might be expected to co-occur with engagement. This approach has returned long lists of items with little regard for separating causes from effects, psychological variables from organizational variables, states from traits, and the cognitive from the emotional from the behavioral. In a literature review, Kular et al., ( 2008 ) concluded that despite the “great deal of interest in engagement, there is also a good deal of confusion. At present, there is no consistency in definition, with engagement having been operationalized and measured in many disparate ways.” Nearly a decade later in a subsequent literature review, Dewing & McCormack ( 2015 ) observe that “it is a challenge to find much substance or a clear definition for the concept of engagement… Further, it is unclear how the construct relates to other existing similar concepts…” (p. 2). As suggested by these, and indeed virtually all authors on this subject, the term employee engagement has remained stubbornly muddled, conflated, and confused, a victim of entangled, conflated pseudo-definitions that overlap heavily with related but distinct concepts such as job engagement, work engagement, organizational engagement, intellectual-social-affective engagement, and collective organizational engagement (Albrecht, 2010 ). In this way, the academic and practitioner literatures have been subjected to a kind of “snowballing effect” as authors apply different theoretical models bringing with them a host of new constructs, while also applying ever more synonyms for existing constructs (for examples, see list of keywords used in literature review below).

The need for conceptual clarity is particularly acute for the concept of engagement. By one account, few business concepts have resonated as strongly as has employee engagement (Schneider et al., 2009 ). This strong and growing interest is confirmed by Google Trends (accessed August 28, 2020), which shows a steady upward trend in Google searches involving the phrase “employee engagement” beginning in April 2004 (their earliest data) at an index of 0, increasing to an index of 100 in July 2020 (indicating the strongest search volume to date). It is important to note that, despite the obvious relevance of the engagement concept to employee emotional wellness, this upward trend in interest pre-dates the current COVID-19 pandemic. Furthermore, studies have found significant linkages between employee engagement and physical and mental health (Harter et al., 2003 ; Porath et al., 2012 ; Sonnentag, 2003 ; Spreitzer et al., 2005 ). In light of this trend, providing a clear definition of employee engagement isn’t just a good idea for developing theory and measurement, it may be important for improving public health.

Although no universally accepted definition of employee engagement exists, Shuck ( 2011 ) has extensively reviewed the literature and identified four dominant research streams: Kahn’s ( 1990 ) need-satisfying approach, Maslach et al.’s ( 2001 ) burnout-antithesis approach, Harter et al.’s ( 2002 ) satisfaction-engagement approach, and Saks’ ( 2006 ) multidimensional approach. These four streams are derived from entirely different research traditions: organizational behavior (Kahn), social psychology (Maslach), commercial polling (Harter), and human resource management (Saks) and, accordingly, can be thought of as four descriptions made by the proverbial men around the elephant, each absolutely correct in his description, but none able to adequately describe the holistic essence of the phenomenon. In the spirit of crowdsourcing, we will keep track of every postulated component and subcomponent described by each tradition before attempting to apply an overarching model to encompass them all.

Epistemological Foundations

We now make a very short digression into epistemology, noting only that the dominant models of employee engagement all seem to tacitly assume the operation of the Stimulus → Organism → Response (S-O-R) model, which has been the dominant assumption in psychology since the close of the behaviorist era. In this formulation, external, environmental stimuli are perceived and acted upon in the brain of the individual organism, which mediates and causes observable behavior; accordingly, this is known as the mediation model and provides a scaffolding to separate causes from effects at two stages: external causes of internal effects and internal causes of behavioral effects. This presupposes asymmetrical relations between causes and effects (i.e., effects don’t cause causes) and should provide clear guidance for determining the role of different variables in the chain of causation by asking questions such as “Is X an external, environmental stimulus, a psychological response, or a behavioral outcome?” and “Does X cause Y or vice-versa?” But, as we will show, this has often not been the case in the employee engagement literature. Footnote 2

Do Engagement Concepts Refer to Stimulus, Organism, or Response?

Key constructs related to employee engagement have a nasty habit of showing up in different S-O-R roles at different times. For example, autonomy is part of the definition of engagement proposed by Maslach et al. ( 2001 ), but it is also an antecedent condition in the Hackman & Oldham ( 1980 ) system employed by Kahn ( 1990 ). Autonomy also shows up as an antecedent in discussion of role breadth (Morgeson et al., 2005 ), and again as an outcome in extra-role behavior or role-expansion (Coyle-Shapiro et al., 2004 ). It is unclear whether a behavioral intention like taking charge is a cause of engagement, a marker of engagement, or a consequence of engagement.

The same pattern is observed with regard to the construct of psychological presence . One the one hand, Kahn ( 1990 ) defines engagement itself as a harnessing of the self within the work role. On the other hand, the construct of organizational commitment , defined in a seminal paper as an outcome variable (Saks, 2006 ), is defined by the projection of the self into the organization (e.g., “Working at my organization has a great deal of personal meaning to me”; “I feel personally attached to my work organization”). We are left to wonder if projecting one’s self into one’s work is a cause of engagement, an indicator of engagement, or an outcome of engagement.

Again we see this pattern with regard to the key constructs of perceived organizational support (POS) and perceived supervisor support (PSS), which are identified as antecedent conditions (Saks, 2006 ). POS and PSS have been shown to be statistically related to measures of psychological safety , as well as to job characteristics of openness, being encouraged to try new things, and enjoying a supportive relationship with supervisor and colleagues (Schaufeli & Bakker, 2004 ), resulting in the outcome of having “high quality relationships.” But this begs the question of what types of variables these really are: Is perceived safety not a response to antecedent conditions? Are POS and PSS themselves not psychological feeling states evoked by conditions? As such, we would argue that these constructs play multiple roles and defy being hard-coded into any one phase of the S-O-R process; it might be more accurate to think about them as multiple feedback loops. The example of perceived caring by the employer , a form of POS, is no trivial matter: As reported by Saks ( 2006 ), “demonstrating caring and support” is far and away the biggest predictor of both job and organizational engagement. But it’s not clear if perceived caring is part of the psychological response that defines engagement itself, or if it should be considered an antecedent condition, or even an outcome.

Unfortunately, this sort of conceptual “slipperiness” (Macey & Schneider, 2008 ) affects nearly every construct in the employee engagement literature: Is task variety purely an antecedent condition (an attribute of an environmental stimulus), or does task variety necessitate absorption (a definition of engagement; mediator variable) on the part of the employee in order to successfully perform the role, and by so doing, does it necessarily induce role expansion (a behavioral outcome variable)? Footnote 3 In this light, it is easy to see how the slipperiness of constructs permits them to migrate back and forth in status from stimulus to psychological mediator to behavioral outcome.

Despite valiant past attempts to categorize these constructs as one of the three elements in the S-O-R model, it is our contention that a more fruitful approach might be found in allowing for multiple causal relations and feedback loops beyond the rigid S-O-R assumption. As we will argue below, the vast majority of engagement constructs can be considered to act as psychological mediators, specifically, motivations , which direct the organism to seek out certain kinds of stimuli (S), generate emotional experiences (O), and prepare the body for response (R).

Motivations are inherently dynamic , that is, they pertain to striving for change over time from current conditions to an improved future state. Because of this dynamism, we suggest that a better model than S-O-R may be found in Maruyama’s ( 1963 ) Second Cybernetics model of deviation-amplifying mutual causal processes. In contrast to standard thermostat-like cybernetic systems that characterize most homeostatic systems, using negative feedback loops to keep conditions within certain bounds, deviation-amplifying processes push conditions toward increasing rates of change (e.g., a crack in the sidewalk fills with water; it freezes causing the crack to expand, which then holds more water, causing further expansion, and so on). Motives become actualized within the context of particular workplaces; the resulting direction of change is a function of mutually causal interactions between initial predispositions, e.g., the worker grew up in a success-oriented family vs. in an egalitarian commune, and work conditions that amplify certain types of needs, e.g., a sales department that closely tracks and rewards individual achievement vs. a non-profit with a culture of communalism. These interactions and their feedback loops naturally spawn increasing rates of change, which can either deepen a worker’s commitment to their organization or drive them out. Our contention is that deviation-amplification is an important underlying force that impels microgenesis from starting conditions to strivings for change, and from foundational forms of motivation (e.g., the need for safety or autonomy) to higher, decentralized forms of motivation (e.g., the need for esteem or higher purpose).

Do Engagement Concepts Refer to Affect, Cognition, or Behavior?

A very similar and related problem plagues attempts to separate constructs as primarily cognitive, emotional, or behavioral. The dominant definitions of employee engagement have gone to great pains to explicitly state that this construct is a cognitive, emotional, and behavioral complex. Commitment to the organization, for example, is defined as having both intellectual and emotional components (Baumruk, 2004 ; Richman, 2006 ; Shaw, 2005 ). Psychological presence is defined as being present cognitively, emotionally, and physically (Kahn, 1990 ). The authors of the popular Utrecht Work Engagement Scale (UWES) have defined engagement as a “persistent and pervasive affective-cognitive state” (p. 74; Schaufeli et al., 2002 ). These approaches pays lip service to this distinction but essentially finesse the problem. By fudging and blurring any real distinctions between the affective, cognitive, and conative, researchers are left without critical guidance for developing valid and reliable measures. Macey & Schneider ( 2008 ) express concern particularly about the inability of current measures to address the emotional component, which they see as essential to the distinctive definition of employee engagement.

Certain components of engagement have been identified as primarily cognitive, e.g., attention , which is defined as both cognitive availability and time spent thinking about role (Rothbard, 2001 ). In UWES terms, absorption , being intensely engrossed in one’s role (Rothbard, 2001 ; Maslach et al., 2001 ; Schaufeli et al., 2002 ) seems like a primarily cognitive construct, whereas vigor (full of energy) seems more behavioral. The final component of UWES, dedication , seems primarily grounded in cognition with shades of affect (e.g., “I find the work that I do full of meaning and purpose”; “My job inspires me”; “My job is challenging”).

Just like the difficulties in establishing their S-O-R designations, these concepts defy easy classification as thoughts, feelings, or actions. Mirroring the consensus definition of the attitude construct in social psychology as having components of affect, cognition, and behavior (Petty & Cacioppo, 1996 ), we contend that the vast majority of these constructs imply thoughts, actions, and feelings, with a particular emphasis on the latter (Macey & Schneider, 2008 ). As demonstrated below, the concept of motivation , like attitude , can encompass this triad.

Literature Review

In accordance with Templier and Paré ( 2018 ), a literature review of the theory development type was conducted consistent with the six-step process outlined by these authors: (1) problem formulation, (2) literature search, (3) screening for inclusion, (4) quality assessment, (5) data extraction, and (6) data analysis and interpretation, as follows:

(1) The primary goal of this review is to identify theoretical systems that purport to define the components of employee engagement. (2) The literature search was performed using multiple, iterative search strategies beginning with consultation of the Web of Science and Google Scholar search engines, using combination of keywords drawn from definitions of engagement such as “engagement,” “motivation,” “striving,” “involvement,” “persistence,” “commitment,” “absorption,” “dedication,” “vigor,” “performance,” “citizenship,” “identification,” in conjunction with the object of these descriptors: “employee,” “worker,” “work,” “task,” “job,” “team,” “group,” “organization,” etc. As relevant papers were identified, the list of search terms was updated to include additional terms. Further, backward and forward searches on relevant papers permitted the discovery of additional materials. (3) The searches described above resulted in millions of publications of multiple types, which were further screened for inclusion. Screening criteria focused on the presence of a comprehensive model of engagement, whether viewed through the lens of management, psychology, human resources, or assessment. Additionally, results were screened for the availability of a complete set of assessment items that corresponded to each comprehensive model. These screens reduced the set to roughly 40 publications. (4) At this point, the full set of publications were reviewed for quality and relevance, resulting in additional forward and backward searching, which revealed a final set of conceptual models that conformed to the above requirements. (5) The specific elements of each model were extracted into a table for direct comparison (Tables  3 – 5 ).

(6) The analysis and implications are presented below.

The analysis resulted in the identification of 102 concepts (Table  4 ) and 120 individual assessment items (Table  5 ) referenced in the seminal and review papers on employee engagement. The concepts range widely across multiple dimensions that have been identified in past reviews, namely, antecedent conditions; indicators of engagement itself (cognitions, emotions, behaviors); observable outcomes of engagement; traits; and higher order qualities of engagement (e.g., persistence over time). These 102 concepts also vary broadly in terms of their content, encompassing job characteristics (e.g., variety, challenge, enrichment); individual traits (e.g., conscientiousness, autotelic personality, locus of control); intrapsychic concerns related to the self (e.g., psychological safety, authenticity, opportunities for personal growth); relations with the material world of work (e.g., autonomy, absorption, opportunity to meaningfully contribute); social cognitions, emotions, and motivations (e.g., sense of belonging, demonstrations of caring, opportunities for recognition); and concerns with higher-order, abstract principles (e.g., justice, values, purpose).

Emergent Points of Consensus

Since several literature reviews and meta-analyses of this literature have been conducted recently, we will not repeat the cataloguing of papers by commonalities here. Instead, we will use the points of consensus as a starting point for our main contention, which is that employee engagement is best conceived as human motivation, and that the various constructs proposed all neatly fit into a structured taxonomy of human motivation.

Across the papers reviewed, several points of consensus emerge:

Engagement is primarily considered to be an individual -level, not group-level, construct; as such, group level effects are the aggregated result of individual results (Shuck et al., 2017 ; Shuck, Adelson, & Reio, 2016; Shuck & Wollard, 2010 ).

Engagement is a latent psychological variable and therefore can be estimated but never directly observed, having the effect of re-classifying all so-called behavioral engagement constructs as outcomes (Macey & Schneider, 2008 ; Macey et al., 2009 )

Engagement acts primarily as a mediator variable between antecedents (e.g., job characteristics, work conditions, etc.) and outcomes (e.g., intention to quit, productivity, performance; Saks & Gruman, 2014 ; Christian et al., 2011 ; Shuck, 2011 ; Rich et al., 2010 ; Bakker & Bal, 2010 ; Macey & Schneider, 2008 ; Macey et al., 2009 ; Saks, 2006 ; Hakanen et al., 2006 ; Schaufeli & Bakker, 2004 ).

Engagement is primarily conceived of as a state rather than a trait (Shuck et al., 2017 ; Christian et al., 2011 ; Saks & Gruman, 2014 ).

Engagement is a multi-dimensional construct (“a complex nomological network”, Macey & Schneider, 2008 ) that includes cognitive, emotional, and behavioral dimensions, but is primarily considered affective (Saks & Gruman, 2014 ; Soane et al., 2012 ; Christian et al., 2011 ; Macey & Schneider, 2008 ; Macey et al., 2009 ; Schaufeli et al., 2002 ; Kahn, 1990 ).

Engagement is primarily conceived of as an affectively-charged goal-directed state, which is typically referred to as motivation in the psychological literature, and is explicitly labeled as motivation in many seminal works (Saks & Gruman, 2014 ; Soane et al., 2012 ; Crawford et al., 2010 ; Macey & Schneider, 2008 ; Macey et al., 2009 ; Meyer & Gagné, 2008 ; Bakker & Demerouti, 2007 , 2017 , 2018 ; Bakker et al., 2016 ; Bakker & Sanz-Vergel, 2013 ; Schaufeli et al., 2002 ; Kahn, 1990 ).

Repeated calls have been made to address the problem of non-parsimonious construct proliferation, and for conceptual development to address questions of nomological validity in the hopes of identifying a “super-engagement construct” that can integrate the disparate and growing collection of constructs (Albrecht, 2010 ;  Shuck et al., 2017 ; Cole et al., 2012 ; Shuck, 2011 ; Macey & Schneider, 2008 ;  Macey et al., 2009 ).

Why Motivation?

It’s no coincidence that the major definitions of the employee engagement construct, despite their widely ranging theoretical origins, happen to fall perfectly in line with the definition of motivation, given by Pincus ( 2004 ) as an individual-level, unobservable state of emotion or desire operating on the will and, as a psychological mediator, causing it to act . We contend that this is because the concept of engagement is identical to the concept of motivation, albeit applied to a particular area of application, i.e., one’s work. The goal of this paper is to suggest that a conceptual model already exists that can accommodate all of these concepts, and that splitting hairs over which aspects of which concepts are antecedents, mediators, or consequences, is much like trying to parse out which are cognitions, emotions, or behavioral inclinations. From a motivational perspective, these concepts each have facets in all of these readout channels, i.e., a single motivational construct, say the need for belonging , can be fostered by certain conditions, can become a salient need, is experienced both affectively and cognitively, and can be behaviorally expressed.

In their seminal review article, Macey & Schneider ( 2008 ) explicitly describe employee engagement as a form of motivation , and report the widespread usage of synonyms for motivation in the literature including an “illusive force that motivates employees” (Wellins & Concelman, 2005 ) and a “high internal motivational state” (Colbert et al., 2004 ). Shuck’s ( 2011 ) integrative literature review offers a very similar definition of employee engagement “as a positive psychological state of motivation with behavioral manifestations.” (p. 2). Macey & Schneider ( 2008 ) make an intriguing statement that explicitly supports our contention:

“Some readers may feel that there are clear hints of ‘motivation’ in what we have just written and wonder to themselves why we are not saying that this (employee engagement) is motivation. The answer is that the construct of motivation is itself a hypothetical construct with considerable ambiguity surrounding it. Were we to introduce it here, it might further confound the issues so we leave the chore of integrating engagement with ‘motivation’ to others.” (p. 4).

Suffice it to say, we accept this challenge. In surveying the literature, the attributes that consistently define the concept of employee engagement equally define motivation. Motivation is the meta-theory the field has been calling for (Table  1 ).

A leading comprehensive theory of motivation is Buck’s ( 1985 ) PRIME Theory, an acronym for Primary Motivational and Emotional Systems. The key premise is that motivation is a state of pent-up potential energy that, when actualized, is “read out” through cognitive, emotional, and behavioral systems. In this model, each of these three readouts have distinct functions: the function of syncretic cognition is to provide the opportunity for conscious self-regulation; emotional expression serves to spontaneously communicate what one is feeling to others, which supports social coordination; and physical responses serve the need for adaptive behavior. The consensus view of engagement follows this same exact pattern of cognition (e.g., enthusiastic thinking), emotion (e.g., felt pleasantness), and behavior (e.g., physical activation).

The dominant perspective on the origin of motivations, echoed by Buck ( 1985 ) and Damasio ( 2012 ), is that they are essentially mechanisms of homeostasis, keeping the organism within set bounds of desirable operation. Motivational and emotional processes are activated within individuals via stereotyped action patterns, which have existed long before evolution designed conscious minds. In Damasio’s view, humans have minds for the purpose of sensing changes in our physiological states both internally and externally, and consciousness exists to provide us flexibility in how to respond to our environments. In this view, higher-order motivations (e.g., to feel free, included, cared for, fair, etc.) are built up (ontogenetically, phylogenetically, and microgenetically) from the neural substrates of unconscious, physiological needs on a continuum that begins with the physiologically-grounded (e.g., feeling safe) and extending up to those that are increasingly influenced and shaped by culture (e.g., feeling respected, successful, ethical, self-actualized, and having a life purpose). As motives become more culturally mediated (i.e., developing socio-historically), they are also increasingly subject to cultural prescription of appropriate avenues for their fulfillment. As suggested by Vygotsky ( 1978 ) and Leont’ev ( 1978 ), the microgenesis of personality and self-concept, as amalgamations of sets of needs and need-traits, is heavily determined by the social environments provided by caregivers, family, school, etc.

Consistent with the operation of all four of Vygotsky’s levels of human development, it is through the experience of deficiencies that development proceeds. Accordingly, we would expect hierarchical progress in motivation to typically occur in response to negative motivation, at least initially; over time, the role of positive aspirations would gain more prominence. As noted by cultural psychologists, negative and positive motivations tend to work together in a complementary fashion (Valsiner, 2014 , 2019 , 2021 ). Boredom, as an example of a negative motivational nudge, initiates stimulation seeking and desire for flow experiences; in this view, a certain degree of boredom is necessary to spark creativity and innovation (Boesch, 1998 ).

Applying a Taxonomy of Human Motivation to Engagement Constructs

Recently, a unified model of human motivation has been introduced to describe the types of emotional needs that impel humans to take action (Pincus, 2022 ). It was necessary to develop this model because, surprisingly, despite a plethora of mini-theories of motivation (e.g., Need for Achievement, Need for Affiliation, Terror Management Theory, Flow Theory, etc.), no comprehensive model of human motivation yet existed in the psychology literature. Maslow’s need hierarchy makes strides toward being more comprehensive, yet his focus on high achieving individuals led him to neglect many key motivations recognized in the literature, such as the need for Nurturance identified by Bowlby and Harlow, McClelland’s Need for Achievement and Need for Power, Erickson’s Identity Formation motive, and Csikszentmihalyi’s Flow Theory, among others.

To address this need, we began with the premise that motivation activates and directs behavior toward goals in four fundamental domains of life: the intrapsychic (inner-directed, focused on the self), the instrumental (outer-directed, focused on the material world of work and play), the interpersonal (socially-directed), and the spiritual (directed toward adherence with transcendent and eternal principles). These four domains of motivational focus have been identified by multiple systems of thought (Pincus, 2022 ) including developmental psychology (e.g., James, Maslow, and Kohlberg), sports psychology, social psychology & philosophy of religion, and by the five major world religions. We followed the premise of four fundamental motivational domains with a typology of three possible levels of motivational fulfillment. Following the work of Fromm ( 2013 ) and Rand ( 1993 ), we proposed that these four domains of fulfillment cross three states of existence: a foundational level of forward-looking expectations ( being ), an intermediate level of experiences in the moment ( doing ), and an advanced level of backward-looking outcomes ( having ). Footnote 4 Crossing the four life domains with the three modes of existence results in a periodic table-style matrix that is arguably comprehensive since there are no additional fundamental domains of life or modes of existence. This matrix is presented below as Table  2 , along with the resulting distributions of concepts and assessment items (Table  3 ) analyzed as part of the literature review.

As suggested above, the columns of the model organize the motivational concepts in terms of the location of the desired change (change in feelings about the self; change in feelings about action in the material world, change in feelings about social relationships and social interactions; and change in feelings about relationships with transcendental, ethereal principles) and the rows of this table organize motivational concepts according to the types of change toward which a particular motivational force is striving (change in expectations for the future, change in real time experiences of the present, and change in retrospective evaluation of outcomes from life choices and activities). Each motivational concept in the matrix has both positive (aspiration-linked) and negative (frustration-linked) emotional forms—reflecting the push and pull of emotional energies that move people to take action in life. Footnote 5 Motivational energy is typically fueled by both positive “pull” and negative “push” forces for the same need; for example, a worker who feels disempowered strives to rid himself or herself of this feeling (negative), typically by seeking greater autonomy (positive). In this way, positive and negative motivational forces should be seen as complementary , not as zero-sum tradeoffs.

Another important postulate of this model, like that of Maslow’s need hierarchy, is that progress within any of the life domains requires the successful satisfaction of more basic needs before the next level becomes salient, e.g., before one can be concerned with living up to their full potential, they must already have achieved feelings of safety and authenticity. In our extensive review of the motivational literature, over 100 distinct motivational concepts (i.e., needs or drives) were identified; all fit within one of these twelve categories of motivation, supporting our contention that the matrix is comprehensive.

Although we have displayed the matrix as a flat table for the purposes of publication, we prefer a three-dimensional pyramidal structure to reinforce the notion that humans must start from the basic motivations within each of the four domains before ascending to the salience of higher motivations; consequently, progressively fewer humans attain the higher levels with each domain, shrinking their relative sizes toward the top as visually represented by a pyramid. Another important theoretical concept that is reinforced by a pyramid heuristic is the fact that the Self is proposed to be antipodal to the Social, and the Spiritual is proposed to be antipodal to the Material; we will return to this point later as it has implications for hypothesis generation.

Presuming that most readers are not yet familiar with this model, we will give a brief introduction to the twelve motives of this matrix, and relate certain key concepts from the employee engagement literature to each. In all, 77 of the 102 concepts identified in the literature review found homes in this matrix. The remaining 25 were primarily personality traits (i.e., ambitiousness, autotelic personality, confidence, conscientiousness, determination, exchange ideology, hardiness, initiative, locus of control, optimism, proactivity, self-efficacy, self-esteem/self-worth, trait positive affect). These were excluded on the basis that the consensus view holds that the engagement construct is a state , not a trait. Job characteristics were similarly excluded because they are not psychological states (i.e., feedback from task and others, job and task characteristics, job enrichment, job demands, physical presence, and turnover intention). Finally, meta-characteristics that encompass multiple sub-dimensions were excluded because they are merely category labels whose subcomponents have already been included (i.e., personal resources, job resources, job satisfaction, motivation, and persistent/pervasive affective-cognitive state).

Motives of the Self

Safety and Anxiety. At the most basic level, there is a human need to feel safe and secure. This means feeling safe and assured in the face of challenges. When safety motivation is operating there is a desire to gain the basic sense that one has the confidence, protection, and comfort to successfully grow as a person. The need for “peace of mind” captures the spirit of this motive. At least twelve major theories of motivation include a need for safety as a core motive (Forbes, 2011 ; Pincus, 2022 ).

Fittingly, the very first academic paper that described the phenomenon of employee engagement by Kahn ( 1990 ) lists psychological safety as one of the three pillars of engagement. In their review of the literature, Saks & Gruman ( 2014 ) suggest that Kahn’s need for safety is indeed the most fundamental requirement for engagement, which they describe as “important and necessary for all types of engagement” to develop (p. 175). Additional engagement constructs that speak to this need include the need for physical health (Saks, 2006 ; Sonnentag, 2003 ) and trust (Saks, 2006 ; Cropanzano & Mitchell, 2005 ).

Authenticity and Conformity. At the next level, pertaining to experiences with and of the self, comes the human need to feel able to express one’s distinctive individuality in the face of pressures to conformity. This is the desire to gain the sense that one is different in a good way, and to use this difference to successfully take action toward desired results. “Know thyself” captures the spirit of this motive. At least nine major theories of motivation include a need for authenticity as a core motive (Forbes, 2011 ; Pincus, 2022 ).

The essence of Kahn’s ( 1990 ) engagement construct is that true engagement requires the “holistic investment of the entire self” (p. 97), i.e., their full, true, and complete selves, to one’s work role. That the need for authenticity is built atop fulfilled needs for psychological safety seems logical and fitting. Additional engagement constructs that speak to this need include the need for authenticity (Saks & Gruman, 2014 ; Rich et al., 2010 ; Christian et al., 2011 ; Macey & Schneider, 2008 ; May et al., 2004 ; Kahn, 1990 ), emotional presence (Kahn, 1990 ), personal identification (Cole et al., 2012 ; Christian et al., 2011 ; Macey & Schneider, 2008 ; Bono & Judge, 2003 ; Kahn, 1990 ; O’Reilly & Chatman, 1986 ), projection of the self into work & organization (Christian et al., 2011 ; Saks, 2006 ; Kahn, 1990 ), and role fit, i.e., the degree of match between the authentic self and one’s job and organization (Macey & Schneider, 2008 ).

Fulfilling Potential and Failure to Thrive. At the highest level of attainment in the domain of the Self we find the need for self-actualization, the need to feel as though one is progressing toward fulfilling their personal potential as a human. This is the desire to gain the sense that one has the skill and mastery to successfully become one’s “best self.” The expression, “Be all that you can be,” captures the spirit of this motive. At least eleven major theories of motivation include a striving toward one’s full potential as a core motive (Forbes, 2011 ; Pincus, 2022 ).

This motive has found full expression in the recent literature on thriving at work (Spreitzer et al., 2005 ; van der Walt, 2018 ), which is defined as a “sense of progress, or forward movement, in one’s self-development” (p. 4). Several related constructs in the engagement literature speak to this need for personal growth and mastery including strivings for extra role behavior (Macey & Schneider, 2008 ; Saks, 2006 ; Schaufeli & Bakker, 2004 ), role expansion (Macey & Schneider, 2008 ; Morgeson et al., 2005 ), mastery, learning, development and personal growth (Crawford et al., 2010 ), opportunities for growth & development (Macey & Schneider, 2008 ; Harter et al., 2002 ), as well as desires to innovate (Macey & Schneider, 2008 ). The construct of initiative (Macey & Schneider, 2008 ; Frese & Fay, 2001 ), when applied within the domain of the Self, may fuel all of these strivings.

Motives of the Material Domain

Autonomy and Disempowerment. At the most basic level of the Material domain, the area of life most directly associated with work, is the need for autonomy, defined as the need to feel authorized, capable and competent in the face of challenge. Autonomy is the desire to gain the basic sense that one has the ability, resources, and authority to successfully take action toward a desired result. The expression, “You can do it,” captures the spirit of this motive. At least seven major theories of motivation include a striving for autonomy, including terms such as self-determination, empowerment, and self-efficacy (Forbes, 2011 ; Pincus, 2022 ).

A variety of engagement-related constructs explicitly focus on the need for autonomy (Soane et al., 2012 ; Meyer & Gagné, 2008 ; Saks, 2006 ; Maslach et al., 2001 ). Other related psychological concepts include competence (Soane et al., 2012 ; Meyer & Gagné, 2008 ; Macey & Schneider, 2008 ; Spreitzer, 1995 ), control (Macey & Schneider, 2008 ; Spreitzer, 1995 ), empowerment (Macey & Schneider, 2008 ), personal discretion/agency (Kahn, 1990 ), and self-determination (Macey & Schneider, 2008 ; Meyer & Gagné, 2008 ). We would also classify personal resources in this category, such as positive anticipation of future behavior and mental and physical resilience. There is a set of antecedent conditions that can help make these strivings successful including resource availability (Shuck, 2011 ; Macey & Schneider, 2008 ; Schaufeli et al., 2002 ; Harter et al., 2002 ; Maslach et al., 2001 ) and sustainable workload (Saks, 2006 ; Maslach et al., 2001 ), among other task characteristics.

Immersion and Boredom. At the intermediate, experiential level of the Material domain, we find the need for immersion, the striving to feel fully focused and engaged in the moment. This desire to lose one’s self in activity, in a state of total awareness, absorption, and flow, plays a particularly prominent role in definitions of engagement. The expression, “Being in the zone,” captures the essence of this motive. No less than thirteen major systems of motivation include this motive (Forbes, 2011 ; Pincus, 2022 ).

Of all the motives discussed herein, immersion is the motive most densely populated by engagement constructs, representing roughly one-quarter of the 102 identified in the literature review. Chief among these is absorption (Kahn, 1990 ; Saks & Gruman, 2014 ; Rothbard, 2001 ; Maslach et al., 2001 ; Schaufeli et al., 2002 ; Hooker & Csikszentmihalyi, 2003 ), one of the three pillars of the dominant Schaufeli-Bakker UWES paradigm and a hallmark of Kahn’s ( 1990 ) concept of engagement. As pointed out by Saks & Gruman ( 2014 ), “if there is one common component across all definitions of engagement, it is the notion of being absorbed in one’s work and role” (p. 166). Unsurprisingly, then, there are many different terms used to describe this construct and these tend toward either cognitive, emotional, or behavioral descriptors.

The cognitive forms of this state include attention (Rothbard, 2001 ; Kahn, 1990 ), psychological availability (Kahn, 1990 ), cognitive presence (Kahn, 1990 ; Christian et al., 2011 ), experiential quality of doing work (Kahn, 1990 ), focused effort (Macey & Schneider, 2008 ), and job involvement (Christian et al., 2011 ; Macey & Schneider, 2008 ; Saks, 2006 ; May et al., 2004 ; Maslach et al., 2001 ). The affective forms of this state draw a variety of labels including passion (Zigarmi et al., 2009 ; Macey & Schneider, 2008 ; Wellins & Concelman, 2005 ), enjoyment (Macey & Schneider, 2008 ; Rothbard & Edwards, 2003 ), happiness (Schaufeli et al., 2002 ), energy or energetic state (Saks & Gruman, 2014 ; Bakker & Demerouti, 2008, 2017 , 2018 ; Maslach & Leiter, 2008 ; Macey & Schneider, 2008 ; Saks, 2006 ; Maslach et al., 2001 ), enthusiasm (Saks & Gruman, 2014 ; Bakker & Demerouti, 2008, 2017 , 2018 ; Macey & Schneider, 2008 ; Harter et al., 2003 , 2002 ), and positive affect (Macey & Schneider, 2008 ; Saks, 2006 ; Sonnentag, 2003 ; Kahn, 1990 ). The behavioral descriptors of this state include efficacy (Saks & Gruman, 2014 ; Maslach & Leiter, 2008 ; Saks, 2006 ; Maslach et al., 2001 ), productivity (Bakker & Schaufeli, 2008; Harter et al., 2002 ), vigor (Macey & Schneider, 2008 ; Shirom, 2003 ; Schaufeli et al., 2002 ), and the display of discretionary effort (Macey & Schneider, 2008 ; Saks, 2006 ; Frank et al., 2004 ; Mowday et al., 1982 ). As predicted by Csikszentmihalyi’s Flow Theory (2003), antecedent stimulus conditions that help elicit this state include an optimal level of challenge (Shuck, 2011 ; Brown & Leigh, 1996 ; Hackman & Oldham, 1980 ).

Success and Failure . At the highest level of attainment in the Material domain we find successful accomplishment, the striving to feel a sense of achievement as a result of one’s effort. This motive represents the desire to contribute to and be victorious in attaining desired results and to experience material rewards as a result. The expression, “In it to win it,” captures the spirit of this motive. At least seven major psychological theories of motivation include this motive (Forbes, 2011 ; Pincus, 2022 ).

Within the engagement literature, this motive tends to be relegated to the status of evaluative outcome variable, as job performance (Saks, 2006 ; Schaufeli & Bakker, 2004 ) or individual performance (Christian, et al., 2011 ; Alfes et al., 2010 ; Bakker & Xanthopoulou, 2009 ). Nevertheless, several key papers include either the striving to make important contributions (Shuck, 2011 ; Brown & Leigh, 1996 ; Hackman & Oldham, 1980 ) or the striving to have impact (Macey & Schneider, 2008 ; Spreitzer, 1995 ), both of which are well aligned with this need.

Motives of the Social Domain

Inclusion and Exclusion. At the foundational level of the social sphere is the need for acceptance and inclusion that permits the establishment of social bonds. Inclusion means feeling socially accepted, connected, and integrated, the desire to gain the basic sense that one belongs and can develop social attachments and friendships. The expression, “We are family,” captures this spirit. At least nine major motivational systems include this motive, which has been similarly labeled the need for affiliation, sociability, belonging, or social contact (Forbes, 2011 ; Pincus, 2022 ).

Within the engagement literature, this motive figures prominently, with increased attention from the UK-based research group of Bailey (Truss), Soane, Madden, Alfes, & Fletcher, who have raised its profile substantially by naming it one of the three pillars of their Intellectual-Social-Affective (ISA) engagement concept (Bailey et al., 2015 ; Bailey et al., 2017 ; Soane et al., 2012 ). Although this is a new level of prominence for the construct, it has been a part of the engagement literature for many years, showing up as belonging (Macey & Schneider, 2008 ; Meyer & Allen, 1997 ; Mowday et al., 1982 ), high quality relationships (Saks, 2006 ), the ability to show warmth to others (Macey & Schneider, 2008 ; Shirom, 2003 ), and social relatedness (Soane et al., 2012 ; Shuck & Wollard, 2010 ; Meyer & Gagné, 2008 ; Kahn, 1990 ).

Caring and Uncaring. At the intermediate, experiential level of the Social triad comes the experience of feeling cared for by one’s employer, supervisor, or colleagues. Caring means feeling able to give and receive (appropriate) love, nurturance, and support, the desire to feel emotional nourishment, empathy, devotion, and experience mutual gratitude. The expression “Sharing is caring” aptly captures its essence. At least eight major motivational systems include this motive, which has been similarly labeled the need for nurturance, intimacy, succorance, attachment, or parental love (Forbes, 2011 ; Pincus, 2022 ).

Feeling cared for is an especially important construct within the engagement literature due to its predictive power; Saks ( 2006 ) reports that perceived organizational support is far and away the top predictor of engagement with the organization and is tied for first place with job characteristics as the top predictor of job engagement. This construct goes by many names including caring, concern, and support (Saks, 2006 ; Kahn, 1992), community & social support (Saks, 2006 ; Maslach et al., 2001 ), manager support (Macey & Schneider, 2008 ; Harter et al., 2002 ), perceived organizational support (Saks, 2006 ; Rhodes et al., 2001), perceived supervisor support (Saks, 2006 ; Rhodes et al., 2001), social support (Saks, 2006 ; Schaufeli & Bakker, 2004 ; Maslach et al., 2001 ), and supportive supervisors & management (Shuck, 2011 ; Brown & Leigh, 1996 ; Hackman & Oldham, 1980 ).

Recognition and Indifference. At the pinnacle of the Social triad is the need for social recognition. Recognition means feeling that one has achieved a social status of being admired, respected, and esteemed, typically as a resident expert in some skill or ability in the context of work. This motive represents the desire to gain social acknowledgement that one has been successful in a socially significant pursuit. The expression, “Hats off to you,” captures the spirit of this motive. At least eight major motivational systems include this motive, which has been similarly labeled the needs for esteem, honor, or egoistic prosocial motivation (Forbes, 2011 ; Pincus, 2022 ).

Surprisingly, the need for recognition barely registers in the engagement literature with only two constructs matching this description. Significantly, however, the few times this concept surfaces, it appears in seminal papers (Macey & Schneider, 2008 ; Saks, 2006 ; Maslach et al., 2001 ), suggesting that recognition needs should be seriously considered as components of engagement. The first of these is the rewards & recognition construct (Saks, 2006 ; Maslach et al., 2001 ), specifically the recognition component; the reward construct would generally be classified with the successful accomplishment motive by motivational theorists. The other construct is that of the need for pride (Macey & Schneider, 2008 ; Mowday et al., 1982 ), the desire for a kind of social “badge value” or caché associated with prominent, successful organizations.

Motives of the Spiritual Domain

Fairness and Injustice. At the basic level of the Spiritual triad is the need for justice and fairness, the need to feel that one’s organization acts in an honest, unbiased, impartial, even-handed and transparent manner. In practice, this means the employees strive to feel the basic sense that good is rewarded, bad is punished, and that gain goes to those most deserving of it. The spirit of this motive is captured by the expression, “If you want peace, work for justice.” We note parenthetically that the importance of this motive has recently been dramatically underscored by the Black Lives Matter movement and perceived corporate responses to COVID-19. We suggest that to the extent that needs for justice have not been incorporated into engagement constructs, it has been an oversight that should be corrected. This motive appears in many motivational systems, particularly those focusing on moral development in children (e.g., Kohlberg’s theory of moral development, Lerner’s just world hypothesis, Bloom’s roots of good and evil, etc.; Pincus 2022 ).

Here, again, is an example of a need that has received scant notice in the engagement literature, but when it is mentioned, it is in some of the most significant papers in the body of work (Saks, 2006 ; Maslach et al., 2001 ; Colquitt et al., 2001 ). Both Saks ( 2006 ) and Maslach et al. ( 2001 ) identify the important role of perceived fairness, and procedural and distributive fairness as antecedent conditions for fostering engagement. Saks ( 2006 ) assesses the power of a host of variables in predicting both job engagement and organization engagement; of these, procedural justice is one of only two significant predictors of organizational engagement.

Ethics and Wrongdoing. At the intermediate, experiential level comes the need to feel that one and one’s organization behaves in an ethical manner, consistent with normative moral values. This is the striving to feel that one’s actions, and those of one’s organization, are in accordance with a set of moral principles, universal values, or at the very least, accepted standard business practices, applied to the business in which you are engaged. This is the desire to feel that one’s and one’s organization act in accordance with principled best practices and the highest ethical standards, something that is universally preached in corporate values statements but too often ignored in practice. The essence of this need is captured by the expression, “Do the right thing.” This motive similarly appears in motivational systems that focus on moral development including those of Kohlberg, Batson, Staub, and even Kant (Pincus, 2022 ).

Ethical motivation receives a great deal of attention in the engagement literature, in the form of the many constructs devoted to reciprocity, obligation, duty, loyalty, and the like. At the individual level, this adherence to principle includes the sense of personal dedication and duty toward the organization. Chief among these may be the concept of organizational citizenship behavior (OCB) directed to other individuals or to the organization (Macey & Schneider, 2008 ; Saks, 2006 ; Lee & Allen, 2002 ), organizational commitment behavior (Macey & Schneider, 2008 ; Saks, 2006 ; Robinson et al., 2004 ; Rhoades et al., 2001 ), emotional and intellectual commitment to the organization (Saks, 2006 ; Baumruk, 2004 ; Richman, 2006 ; Shaw, 2005 ; O’Reilly & Chatman, 1986 ), mutual commitments (Saks, 2006 ; Cropanzano & Mitchell, 2005 ), dedication (Shuck, 2011 ; Thomas, 2007 ; Schaufeli et al., 2002 ), loyalty (Saks, 2006 ; Cropanzano & Mitchell, 2005 ), and values (Saks, 2006 ; Maslach et al., 2001 ). Because these constructs have nearly all been defined in terms of observable behaviors, as a group they have tended to be categorized as outcomes or consequences of engagement rather than engagement itself, which misses the point of their motivational status. When an employee experiences ethical strivings (as motivation), they may tilt toward demonstrating observable citizenship behaviors (as part of the readout of that motivation), but it is important to recognize the motivation itself as the cause of that behavior.

Higher Purpose and Materialism. At the peak of the Spiritual domain stands the noblest and rarest of the motives, the need to feel as though one is serving a higher purpose or calling through one’s effort. Higher purpose means having a more meaningful reason to live, work, and exist than satisfying material needs. This is the desire to transcend the ordinary limitations of everyday life toward a higher, even spiritual, purpose. An expression that captures its essence is, “Those who have a why to live can bear almost any how .” An impressive collection of motivational theorists explicitly include a form of higher purpose or transcendental motivation in their systems including Staub, Kohlberg, and Maslow (Pincus, 2022 ).

Similar to the ethical motivation, the need for higher purpose is very well established in the engagement literature with extensive references to the construct of the meaningfulness of work, both in one’s work and at one’s work (Kahn, 1990 ; Saks & Gruman, 2014 ; James et al., 2011 ; Macey & Schneider, 2008 ; Pratt & Ashforth, 2003 ; Meyer & Allen, 1997 ; Brown & Leigh, 1996 ; Spreitzer, 1995 ). Of particular note is research focused explicitly on spiritual needs and their relationship to employee engagement (Giacalone & Jurkiewicz, 2010 ; Houghton et al., 2016 ; Milliman et al., 2018 ; Saks, 2011 ; van der Walt, 2018 ). These spiritual needs have been described as a need for meaning and purpose, awareness of life, connectedness, experience of sacredness, personal reflection and growth, health and inner peace, and compassion (van der Walt, 2018 ). Closely related constructs include organizational purpose (Macey & Schneider, 2008 ), sense of purpose (Macey & Schneider, 2008 ), transformational leadership, which is thought of as a catalyst for meaning and purpose (Saks & Gruman, 2014 ; Bakker et al., 2011; Christian et al., 2011 ; Macey & Schneider, 2008 ), and adaptive behavior, which represents individual strivings in support of the organization’s purpose (Macey & Schneider, 2008 ).

Implications for Theory

The persistent problem of adequately defining employee engagement is well documented (Shuck et al., 2017 ; Saks & Gruman, 2014 ; Macey & Schneider, 2008 ). As perceptively noted by Macey & Schneider ( 2008 ), trying to separate antecedents and consequences from an ill-defined mediating construct is, at best, a “slippery” business (p. 10). By failing to embed the phenomena of engagement within a clear theoretical model, the field has suffered from concept proliferation, as indicated by the more than 100 identified herein. This is a failure of parsimony, but more fundamentally, it is a failure to clearly state the essential character of the phenomenon itself. Across the literature there are precious few citations of the psychological literature on motivation, which is extensive. It is telling that Kahn ( 1990 ), in the paper that first defined this construct, employs Maslow’s ( 1970 ) need hierarchy as one of its primary foundations. Despite the grounding of the original concept in motivation theory, the only consistent acknowledgements to the psychological literature involve passing references to self-concordance theory (Sheldon & Elliot, 1999 ) and self-determination theory (Ryan & Deci, 2000 ).

One of the most significant benefits to theory development of our proposition is to embed the vast array of engagement concepts within a structure that is logical and arguably comprehensive, as there are no known additional domains of human life or modes of existence (Fromm, 2013 ; Rand, 1993 ). Knowing these limits directly addresses the call to end concept proliferation (Cole et al., 2012 ), since any new construct proposed will necessarily have a “home” among similar constructs.

Another important benefit is immediately obvious from our analysis of Tables  3 and 4 as one can immediately see the degree of conceptual overlap, and distinctiveness, between different theoretical streams. As noted, fully one quarter of the concepts, and nearly two in five assessment items, identified relate to the motivational construct of immersion , suggesting that this is the most defining characteristic of employee engagement. By the same token, underrepresented concepts can also be clearly identified, e.g., safety , authenticity, recognition , justice , and included in future research.

Another key feature of our model is the requirement that each motivation must be capable of operating as either a striving toward positive aspiration (i.e., promotion) or away from negative frustration (i.e., prevention). Explicitly recognizing the polarity of motives within each cell supports further logical organization of proposed facilitative or inhibitory concepts, and, indeed, suggests that future research assess each of the twelve motives in terms of promotion needs and prevention needs.

However, we believe the greatest contribution to theory development is the establishment of a general theory of employee engagement that is composed of every possible human motivation (Pincus, 2022 ). Our model of human motivation takes the form of a pyramid formed by four sides representing four life domains: the Self, the Material, the Social, and the Spiritual. By placing these domains as opposing pairs, Self and Social, and Material and Spiritual, via a visual metaphor of distance, we are suggesting strong linkages between adjacent domains (e.g., Self – Spiritual – Social), and weak linkages for antipodal domains, for which there exists strong theoretical (Kohlberg and Power, 1981 ; Staub, 2005 ) and empirical support (Mahoney, et al., 2005 ).

A next frontier for research will be to describe the manner in which discrete motivations (both positive and negative) interact with each other to spark developmental progression both at the individual level and at the level of the organization. Our pyramidal model posits that such progress necessarily moves individuals and organizations in the direction of transcendence of categorical boundaries, with the ultimate goal of unifying all twelve motivations, i.e., what gives me security also provides justice for others, what gives me a sense of achievement also brings honor to the organization, what gives me a sense of authenticity also brings me a sense of purpose, etc.

Implications for Methods

In the words of Shuck et al. ( 2017 ), “the lack of engagement measures that are both academically grounded as well as practically useful, …complicates the ability of researchers to answer scholarly inquiry around questions of nomological validity and structural stability matched with practical usability” (p. 15). A symptom of flawed measures, the products of flawed theories, is the failure to garner empirical support for tested hypotheses, and the literature is rife with examples. Shuck ( 2011 ) cites Rich et al.’s ( 2010 ) finding that one operationalization of engagement failed to explain any variance in outcomes beyond that explained by intrinsic motivation, job involvement, and job satisfaction, suggesting that this concept and its operationalization was incomplete and “in need of theory building.” Similarly, Shuck ( 2010 ) found that Kahn’s definition of engagement failed to predict unique variance in outcomes, whereas a set of non-engagement variables were successful in explaining variance.

In the same spirit, Macey & Schneider ( 2008 ) called for a fundamental re-thinking of the approach to measurement. In their view, an adequate measurement technique is needed that can validly and reliably measure the motivational-emotional content of these constructs while minimizing rational filtering of response. In the words of Macey & Schneider ( 2008 ):

“The results from survey data are used to infer that reports of these conditions signify engagement, but the state of engagement itself is not assessed.” (p. 7). And current measures “do not directly tap engagement. Such measures require an inferential leap to engagement rather than assessing engagement itself.” (p. 8).

“Some measures…used to infer engagement are not affective in nature at all and frequently do not connote or even apply to a sense of energy…” (p. 10). “Measures of psychological states that are devoid of direct and explicit indicators of affective and energetic feeling are not measures of state engagement in whole or part.” (p. 12).

“The conclusion from these articles is to focus the measurement on the construct of interest; if engagement is the target, ensure that the measure maps the content of the construct.” (p. 26).

We couldn’t agree more, and our proposed reconceptualization of employee engagement has clear implications for advancing measurement. If employee engagement is indeed a motivational-emotional construct, then attempting to assess it using verbal and numerical assessment items is immediately problematic because such measures require rational, analytical thought on the part of the respondent. Entire research streams have evolved in the decades since Kahn ( 1990 ) specifically to work around the problems of assessing emotional and experiential constructs. These include a variety of so-called “System 1” techniques, named for Daniel Kahneman’s ( 2011 ) distinction between the brain’s fast, intuitive system (System 1) and the slower, rational system (System 2). These measurement systems are designed to bypass rational, cognitive filters, so that researchers can directly access motivational-emotional states, and include neurological imaging and electrical techniques (e.g., fMRI, EEG), physiological techniques (e.g., facial electromyography, facial coding, electro-dermal response, pupillary dilation, eye tracking, heart rate, blood pressure, respiration), and indirect measures of motivational-emotional meaning (e.g., Implicit Association Test, Affective Priming, Image-based Techniques). We urge scholars to move beyond cognitively-biased “paper and pencil” surveys when attempting to measure this motivational-emotional construct.

Implications for Practice

Much of contemporary employee engagement theory has little to offer the current day practitioner due to the lack of coherent theory and, accordingly, the weak ability of measures derived from these theories to explain variance in important outcomes. By grounding the many concepts attendant to this construct within a unified theory of human motivation, the task of understanding and communicating its essence is greatly simplified. This alone should be very helpful to practitioners who must somehow explain what their models measure and why.

Beyond its heuristic value, a unified model of human motivation provides a series of testable hypotheses, which can illuminate the specific relationships between each of the twelve motives (and their promotion and prevention faces) and external conditions that are under the employer’s control, outcomes that are important to the client, and with each other that together give meaning to interventions within a particular cultural context. Knowing which of the twelve complementary motives are most salient within a particular cultural milieu can assist the organization and workers to address work-related issues contextually, situationally, and adaptively. The cultural meaning of negative emotional needs is especially important to understand: The drive to avoid failure would have an entirely different meaning in a learning culture that not only tolerates failure, but actively encourages it, as opposed to a culture where “failure is not an option.” By aligning motivational interventions with the deep currents of cultural context, such interventions can take on meanings that are harmonious and adaptive, not incongruent, or inappropriate. Footnote 6

Finally, in the words of social psychologist Kurt Lewin, “there is nothing so practical as a good theory.” The many challenges to the defensibility of the engagement construct can easily create points of friction for practitioners who have curious clients. Adopting a structured, holistic model with face validity should hold clear advantages for all parties by providing a common language and framework to house their concepts and items.

In summary, this paper responds to repeated, urgent calls for integration of the diverse and proliferating concepts related to employee engagement. The subject of employee engagement is garnering unprecedented popularity (Shuck, 2011 ; Google Trends, 2020). Even in the best case, the current state of affairs means that theoretical disconnects slow progress in the field; in worse cases, it means that vast quantities of money and time are being directed to efforts that are poorly understood, leading to dangerous levels of waste that run the risk of poisoning the HRD field against a potentially valuable, even essential, concept.

As a final example of the utility of our model, we return to one of the many laments over the state of engagement theory and measurement. Shuck ( 2011 ) gives a series of examples of assessment items from different scales derived from multiple theoretical and measurement traditions that are seemingly impossible to reconcile within a single conceptual system:

“…Treated (as if they) were impersonal objects” ( Uncaring ).

“I can be myself at work” ( Authenticity ).

“I am prepared to fully devote myself to performing my job duties” ( Ethics ).

“I am bursting with energy” ( Immersion ).

These are widely disparate items, to be sure. However, as indicated in the parentheses, our model easily accommodates all of these perspectives, mini-theories, and concept within a single model, providing a kind of “unified field theory” of employee engagement. We contend that the secret to unlocking a meta-theory to encompass all of these perspectives, and all of the dimensions they propose, has always been hidden in plain sight within the very first descriptions of employee engagement.

Data Availability

All data generated or analyzed during this study are included in this published article (and its supplementary information files). Original source materials are available from the author by request.

An array of theoretical and measurement systems have been proposed by human resources consulting practitioners for the employee engagement construct (Pincus, 2020 ). Zigarmi et al. ( 2009 ) clearly differentiate between increasingly divergent practitioner and academic approaches to conceptualizing, defining, and operationalizing employee engagement. A burgeoning volume of measures and concepts has been growing rapidly from the “bottom-up” through the efforts of practitioners having the effect of widening the gap over time between academic concepts with psychometrically validated measures and unsystematic pragmatic approaches. Although the practitioner perspective is valuable, and our general conclusions and suggestions extend equally to them, for the purposes of the current paper we limit our focus to peer-reviewed academic systems.

This is quite apart from other basic problems of determining causation in social science in the absence of longitudinal and experimental research designs.

To further complicate matters, direct perception theorists might suggest that antecedents aren’t always “ordinary” stimuli, i.e., neutral objects, but are often special stimuli with inherent affordance values, i.e., stimuli that by their very nature afford certain kinds of interactions, the way a comfortable chair affords “sitability.” In this view, an antecedent like task variety could afford (induce) task and role expansion, for example.

Aristotle proposed the same three-level delineation between states of existence: potentiality (having potential), energy or potentiality-as-such (motion that makes use of that latent potential), and actuality (the finished product). The classic example of this distinction involves the building of a house. The building materials could be used to build a house or they could be used to build some other structure; this is their state of potentiality, what Aristotle called “the buildable.“ The motion of building the house brings the materials toward the goal of actualization as a house but is an intermediate step in the process; this is the state of energy or potentiality-as-such. When the house is finished, the building materials are in a state of actualization.

Since it is logically possible for an employee to be motivated by either the positive aspiration for a motive or to avoid the negative frustration of the same motive, or both, or neither, we make no prediction about the expected relationships between positive and negative manifestations, and propose instead that they tend to operate in a complementary manner.

In a learning organization, failure-avoidant workers might be encouraged to use successive approximation or test-and-learn as more appropriate, culturally-consistent goals.

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Pincus, J.D. Employee Engagement as Human Motivation: Implications for Theory, Methods, and Practice. Integr. psych. behav. 57 , 1223–1255 (2023). https://doi.org/10.1007/s12124-022-09737-w

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Work Motivation: The Roles of Individual Needs and Social Conditions

Thuy thi diem vo.

1 Department of Business Administration, National Taiwan University of Science and Technology, No. 43, Section 4, Keelung Road, Da’an District, Taipei City 106335, Taiwan; wt.ude.tsutn.liam@31880701d (T.T.D.V.); wt.ude.tsutn.liam@nehcwc (C.-W.C.)

Kristine Velasquez Tuliao

2 Graduate Institute of Human Resource Management, National Central University, No. 300, Zhongda Road, Zhongli District, Taoyuan City 320317, Taiwan

Chung-Wen Chen

Associated data.

The data that support this study are publicly available.

Work motivation plays a vital role in the development of organizations, as it increases employee productivity and effectiveness. To expand insights into individuals’ work motivation, the authors investigated the influence of individuals’ competence, autonomy, and social relatedness on their work motivation. Additionally, the country-level moderating factors of those individual-level associations were examined. Hierarchical linear modeling (HLM) was used to analyze data from 32,614 individuals from 25 countries, obtained from the World Values Survey (WVS). Findings showed that autonomy and social relatedness positively impacted work motivation, while competence negatively influenced work motivation. Moreover, the individual-level associations were moderated by the country-level religious affiliation, political participation, humane orientation, and in-group collectivism. Contributions, practical implications, and directions for further research were then discussed.

1. Introduction

Work motivation is considered an essential catalyst for the success of organizations, as it promotes employees’ effective performance. To achieve an organization’s objectives, the employer depends on the performance of their employees [ 1 ]. However, insufficiently motivated employees perform poorly despite being skillful [ 1 , 2 ]. Employers, therefore, need their employees to work with complete motivation rather than just showing up at their workplaces [ 3 ]. Work motivation remains a vital factor in organizational psychology, as it helps explain the causes of individual conduct in organizations [ 4 ]. Consequently, studies on the factors that encourage work motivation can contribute to the theoretical underpinnings on the roots of individual and practical social conditions that optimize individuals’ performance and wellness [ 5 ].

Several decades of research have endeavored to explain the dynamics that initiate work-related behavior. The primary factor examining this aspect is motivation, as it explains why individuals do what they do [ 6 ]. The basic psychological needs have represented a vital rationalization of individual differences in work motivation. Psychological needs are considered natural psychological nutrients and humans’ inner resources. They have a close relationship with individual conduct and have a strong explicit meaning for work performance [ 7 , 8 ]. Different needs are essential drivers of individual functioning due to the satisfaction derived from dealing with them [ 9 ]. In addition to individual-level antecedents, the social context has also been regarded to have implications for work motivation. Social exchange and interaction among individuals accentuate the importance of work motivation as something to be studied with consideration of contextual factors [ 10 ].

Significant contributions have been made to the socio-psychological perspective of work motivation ( Table 1 ). However, current literature shows three deficiencies. First, over 150 papers utilize the key approaches of psychological needs to justify motivational processes in the workplace [ 11 ], which justifies the vital role of psychological needs in interpreting individual work motivation. The association between psychological needs and work motivation has often been implicitly assumed; however, the influence of psychological needs on work motivation has been inadequately tested [ 8 ]. The verification of the extent and the direction of influence will provide a better understanding of, and offer distinct implications for, the facilitation of work motivation. In examining the influence of psychological needs on work motivation, this paper mainly focuses on the intrinsic aspect of motivation. The study of Alzahrani et al. (2018) [ 12 ] argued that although intrinsic motivation is more efficient than extrinsic motivation, researchers have mostly neglected it.

Several investigated predictors of work motivation in general and intrinsic motivation in particular.

Second, there is no study examining the country-level moderating effects of social conditions and national cultures on individual relationships between psychological needs and work motivation. Pinder (2014) [ 20 ] argued that contextual practices could influence variables at the individual level. Culture is a crucial factor influencing motivation [ 15 , 16 , 17 , 18 ]. Researchers (e.g., [ 19 ]) have further suggested that both the proximal social situations (e.g., workgroup) and the distal social situations (e.g., cultural values) in which humans operate influence their need for satisfaction and their motivation type. Intrinsic motivation interacts with prosocial motivation in judging work performance [ 21 ]. By including the social conditions in the framework, prosocial motivation is considered. Prosocial motivation refers to the desire to help and promote the welfare of others [ 22 , 23 ]. The study of Shao et al. (2019) [ 24 ] proposed that prosocial motivation promotes employee engagement in particular organizational tasks. Researchers often consider prosocial motivation as a pattern of intrinsic motivation [ 23 ]. This implies that when intrinsic motivation is investigated, prosocial motivation should be examined together to obtain a comprehensive understanding.

Third, there are few studies using a considerable number of cross-national samples to investigate factors influencing work motivation. A cross-cultural analysis makes the findings more objective by minimizing individual bias towards any particular culture. Therefore, the examination of the study is crucial to expanding insights on the influence of social situations on the individual associations between psychological needs and work motivation.

2. Literature Review and Hypothesis Development

2.1. work motivation: a conceptual background.

Work motivation is considered “a set of energetic forces that originate both within as well as beyond an individual’s being, to initiate work-related behavior, and to determine its form direction intensity and duration” [ 20 ]. Nicolescu and Verboncu (2008) [ 25 ] argued that work motivation contributes directly and indirectly to employees’ performance. Additionally, research (e.g., [ 26 ]) has postulated that work motivation could be seen as a source of positive energy that leads to employees’ self-recognition and self-fulfillment. Therefore, work motivation is an antecedent of the self-actualization of individuals and the achievement of organizations.

Literature has identified several models of work motivation. One of the primary models is Maslow’s (1954) [ 27 ] need hierarchy theory, which proposes that humans fulfill a set of needs, including physiological, safety and security, belongingness, esteem, and self-actualization. Additionally, Herzberg’s (1966) [ 28 ] motivation-hygiene theory proposed that work motivation is mainly influenced by the job’s intrinsic challenge and provision of opportunities for recognition and reinforcement. More contemporary models also emerged. For instance, the study of Nicolescu and Verboncu (2008) [ 25 ] has categorized the types of motivation into four pairs, including positive-negative, intrinsic-extrinsic, cognitive-affective, and economic-moral spiritual. Additionally, Ryan and Deci [ 29 ] focused on intrinsic motivation and extrinsic motivation.

With the existence of numerous factors that relate to work motivation, this paper mainly focuses on intrinsic motivation. Previous research found that emotional intelligence and interpersonal relationship quality predict individuals’ intrinsic motivation [ 14 ]. Additionally, the study of Lin (2020) [ 13 ] argued that personal factors, including age, gender, educational level, living setting, health status, and family support, impact people’s intrinsic motivation. To understand more about intrinsic motivation, the authors examined individuals’ psychological needs. Fulfillment of the basic needs is related to wellness and effective performance [ 7 ]. Since intrinsic motivation results in high-quality creativity, recognizing the factors influencing intrinsic motivation is important [ 5 ].

Although a significant number of important contributions have been made regarding intrinsic motivation, self-determination theory is of particular significance for this study. Self-determination theory (SDT) postulates that all humans possess a variety of basic psychological needs. One of the primary crucial needs is the need for competence [ 30 , 31 ], which makes individuals feel confident and effective in their actions. Additionally, the need for autonomy [ 32 ] is one of the important psychological needs, which makes people satisfied with optimal wellness and good performance obtained as a result of their own decisions. Moreover, SDT proposed the crucial importance of interpersonal relationships and how social forces can influence thoughts, emotions, and behaviors [ 33 ]. This means that the psychological need for social relatedness [ 34 ] also plays a significant role in human’s psychological traits. Individuals need to be cared for by others and care for others to perceive belongingness. The need for relatedness can motivate people to behave more socially [ 35 ].

Prior research (e.g., [ 36 ]) has explored self-determination theory and related theories as approaches to work motivation and organizational behavior. The study of Van den Broeck et al. (2010) [ 37 ] emphasized grasping autonomy, competence, and relatedness at workplaces. This paper contributes to the exhaustive understanding of intrinsic work motivation influenced by further examining the impact of these three factors on work motivation as well as the moderating effects of social contexts.

2.2. Main Effect

2.2.1. individuals’ competence and work motivation.

Competence is “the collective learning in the organization, especially how to coordinate diverse production skills and integrate multiple streams of technologies” [ 38 ]. The study of Hernández-March et al. (2009) [ 39 ] argued that a stronger competence was commonly found in university graduates rather than those without higher education. Competence has been considered a significant factor of work motivation that enhances productivity and profits. Harter’s (1983) [ 40 ] model of motivation proposed that competence enhances motivation because competence promotes flexibility for individuals [ 41 ]. Likewise, Patall et al. (2014) [ 42 ] indirectly argued that competence positively affects work motivation. Individuals become more engaged in activities that demonstrate their competence [ 6 ]. When people perceive that they are competent enough to attain goals, they generally feel confident and concentrate their efforts on achieving their objectives as soon as possible for their self-fulfillment.

Individuals’ competence positively relates to their work motivation.

2.2.2. Individuals’ Autonomy and Work Motivation

Autonomy is viewed as “self-determination, self-rule, liberty of rights, freedom of will and being one’s own person” [ 43 ]. Reeve (2006) [ 44 ] argued that autonomy is a primary theoretical approach in the study of human motivation and emotion. Autonomy denotes that certain conduct is performed with a sense of willingness [ 30 ]. Several researchers (e.g., [ 45 ]) investigated the positive relationship between individuals’ autonomy and work motivation. When humans are involved in actions because of their interest, they fully perform those activities volitionally [ 36 ]. Dickinson (1995) [ 46 ] also proposed that autonomous individuals are more highly motivated, and autonomy breeds more effective outcomes. Moreover, when individuals have a right to make their own decisions, they tend to be more considerate and responsible for those decisions, as they need to take accountability for their actions. Bandura (1991) [ 47 ] has argued that humans’ ability to reflect, react, and direct their actions motivates them for future purposes. Therefore, autonomy motivates individuals to work harder and overcome difficulties to achieve their objectives.

Individuals’ autonomy positively relates to their work motivation.

2.2.3. Individuals’ Social Relatedness and Work Motivation

The psychological need for social relatedness occurs when an individual has a sense of being secure, related to, or understood by others in the social environment [ 48 ]. The relatedness need is fulfilled when humans experience the feeling of close relationships with others [ 49 ]. Researchers (e.g., [ 34 ]) have postulated that the need for relatedness reflects humans’ natural tendency to feel associated with others, such as being a member of any social groups, or to love and care as well as be loved and cared for. Prior studies have shown that social relatedness strongly impacts motivation [ 50 , 51 , 52 ]. Social relatedness offers people many opportunities to communicate with others, making them more motivated at the workplace, aligning them with the group’s shared objectives. Marks (1974) [ 53 ] suggested that social relatedness encourages individuals to focus on community welfare as a reference for their behavior, resulting in enhanced work motivation. Moreover, when individuals feel that they relate to and are cared for by others, their motivation can be maximized since their relatedness need is fulfilled [ 54 ]. Therefore, establishing close relationships with others plays a vital role in promoting human motivation [ 55 ]. When people perceive that they are cared for and loved by others, they tend to create positive outcomes for common benefits to deserve the kindness received, thereby motivating them to work harder.

Individuals’ social relatedness positively relates to their work motivation.

Aside from exploring the influence of psychological needs on work motivation, this paper also considers country-level factors. Previous research (e.g., [ 56 ]) has examined the influence of social institutions and national cultures on work motivation. However, the moderating effects of country-level factors have to be investigated, given the contextual impacts on individual needs, attitudes, and behavior. Although social conditions provide the most common interpretation for nation-level variance in individual work behaviors [ 57 ], few cross-national studies examine social conditions and individual work behaviors [ 56 ]. Hence, this paper investigates the moderating effects, including religious affiliation, political participation, humane orientation, and in-group collectivism, on the psychological needs-work motivation association.

A notable theory to explain the importance of contextual factors in work motivation that is customarily linked with SDT is the concept of prosocial motivation. Prosocial motivation suggests that individuals have the desire to expend efforts in safeguarding and promoting others’ well-being [ 58 , 59 ]. It is proposed that prosocial motivation strengthens endurance, performance, and productivity, as well as generates creativity that encourages individuals to develop valuable and novel ideas [ 21 , 60 ]. Prosocial motivation is found to interact with intrinsic motivation in influencing positive work outcomes [ 21 , 61 ]. However, there are few studies examining the effects of prosocial motivation on work motivation [ 62 ].

Utilizing the concept of prosocial motivation and examining it on a country-level, this paper suggests that prosocial factors promote basic psychological needs satisfaction that reinforces motivational processes at work. Therefore, prosocial behaviors and values may enhance the positive impact of individuals’ basic psychological needs, including competence, autonomy, and social relatedness, on work motivation.

2.3. Moderating Effects

2.3.1. religious affiliation.

Religions manifest values that are usually employed as grounds to investigate what is right and wrong [ 63 ]. Religious affiliation is considered prosocial because it satisfies the need for belongingness and upholds collective well-being through gatherings to worship, seek assistance, and offer comfort within religious communities. Hence, religious affiliation promotes the satisfaction of individuals’ psychological needs, which directs motivation at work and life in general. Research (e.g., [ 64 ]) has argued that religious affiliation is an essential motivational component given its impact on psychological processes. The study of Simon and Primavera (1972) [ 65 ] investigated the relationship between religious affiliation and work motivation. To humans characterized by competence, autonomy, and social relatedness, attachment to religious principles increases their motivation to accomplish organizational goals. Religious membership will increase the influence of psychological needs on work motivation. The tendency of individuals affiliated with any religion to be demotivated is lower compared to those who are not. Individuals with religious affiliations also tend to work harder as the virtue of hard work is aligned with religious principles. Accordingly, religious affiliation may enhance the positive association between individuals’ psychological needs and work motivation.

2.3.2. Political Participation

Political participation, indicated by people’s voting habits, plays a crucial role in ensuring citizens’ well-being and security [ 66 ]. Political participation encourages shared beliefs and collective goals among individuals [ 67 ]. The communication and interaction among people help them grasp the government’s developmental strategies, motivating them to work harder. Political participation is a collective pursuit that makes societal members feel more confident, socially related, and motivated at work to achieve communal targets. Increased political participation reinforces effective public policy to enhance its members’ welfare, congruent with the perspectives of prosocial motivation. The prosocial values and behaviors derived from political participation satisfy human needs and interact positively with intrinsic motivation. Therefore, political participation may strengthen the positive influence of individuals’ competence, autonomy, and social relatedness on work motivation. Conversely, poor political participation is perceived as a separation from the society that may lead to demotivation. In a society with poor political participation, an individualistic mentality is encouraged, thereby decreasing the desire to pursue cooperative endeavors.

2.3.3. Humane Orientation

GLOBE characterizes humane orientation as “the degree to which an organization or society encourages and rewards individuals for being fair, altruistic, generous, caring, and kind to others” [ 68 ]. Research (e.g., [ 69 , 70 ]) has argued that a high humane orientation encourages members to develop a strong sense of belonging, commit to fair treatment, and manifest benevolence. The desire to help others or enhance others’ well-being indicates prosocial values and behaviors [ 71 , 72 ]. Since humane orientation is correlated with philanthropy and promotes good relations, this cultural value may enhance work motivation. Fairness, which is derived from a humane-oriented society, is one of the most vital influences on work motivation [ 1 ]. Moreover, altruism, promoted by humane-oriented societies, encourages individuals to sacrifice individual interests for shared benefits. Altruism then encourages attachment to others’ welfare and increases resources needed for prosocial behaviors such as work [ 73 , 74 ]. Members of humane-oriented countries view work in a positive light—it is an opportunity for them to perform altruistic behaviors and engage in collective actions. Therefore, people are more likely to work harder for common interests in humane-oriented societies. In such conditions, individuals with competence, autonomy, and social relatedness will be more motivated to work. By contrast, a less humane-oriented society gives prominence to material wealth and personal enjoyment [ 75 ]. Although this may be perceived as a positive influence on the association between psychological needs and work motivation, such an individualistic mindset works against the prosocial factors that further motivate individuals.

2.3.4. In-Group Collectivism

House et al. (2004) [ 68 ] defined in-group collectivism as “the degree to which individuals express pride, loyalty, and cohesiveness in their organizations or families”. Collectivistic cultures indicate the need for individuals to rely on group membership for identification [ 76 ]. High collectivism enhances equity, solidarity, loyalty, and encouragement [ 77 , 78 ]. Humans living in a collectivist culture are interdependent and recognize their responsibilities towards each other [ 79 ]. In-group collectivism transfers the concepts of social engagement, interdependence with others, and care for the group over the self (e.g., [ 79 , 80 , 81 ], thereby motivating individuals to work harder for the common interests. Oyserman et al. (2002) [ 82 ] have further argued that individualistic values encourage an independent personality, whereas collectivistic values form an interdependent one. Therefore, in-group collectivism is a prosocial value that emphasizes the importance of reciprocal relationships and encourages people to work harder to benefit the group. By contrast, low collectivism promotes individual interests and personal well-being while neglecting the value of having strong relations with others [ 70 ]. Considering that in-group collectivism promotes individuals’ prosocial behaviors of individuals, people who are competent, autonomous, and socially related to collective societies are less likely to be demotivated at the workplace. Consequently, in-group collectivism may intensify the positive influence of individuals’ competence, autonomy, and social relatedness on their work motivation.

(a–d): The positive relationship between individuals’ competence and their work motivation is enhanced as religious affiliation (a), political participation (b), humane orientation (c), and in-group collectivism (d) increase.

(a–d): The positive relationship between individuals’ autonomy and their work motivation is enhanced as religious affiliation (a), political participation (b), humane orientation (c), and in-group collectivism (d) increase.

(a–d): The positive relationship between individuals’ social relatedness and their work motivation is enhanced as religious affiliation (a), political participation (b), humane orientation (c), and in-group collectivism (d) increase.

3.1. Sample

The data came from the seventh wave (2017–2021) of the World Values Survey (WVS) [ 83 ], which examines humans’ beliefs and values. This survey is performed every five years to explore changes in people’s values and perceptions. Face-to-face interviews, or phone interviews for remote areas, were conducted by local organizations. Almost 90 percent of the world’s population is represented in the WVS. At least 1000 individuals were selected as respondents to exhibit each nation’s population. Further information regarding the WVS can be reached at the WVS website ( http://www.worldvaluessurvey.org , accessed on 14 October 2021).

The samples of this study were based on the availability of national-level data for the moderators and individual-level data for the measures of independent and dependent variables. Respondents without answers on the individual measures and corresponding country-level data were excluded from the analysis. The final data included 32,614 respondents in 25 countries aged 18 and above. The 25 countries included Argentina, Australia, Brazil, China, Colombia, Ecuador, Egypt, Germany, Greece, Guatemala, Hong Kong, Indonesia, Iran, Japan, Kazakhstan, Malaysia, Mexico, New Zealand, Philippines, Russia, South Korea, Taiwan, Thailand, Turkey, and the USA.

3.2. Dependent Variable

Consistent with previous researchers (e.g., [ 84 ]), the authors used four items to gauge individual work motivation, namely “Indicate how important work is in your life”, “People who do not work turn lazy”, “Work is a duty towards society”, and “Work should always come first, even if it means less spare”. The first item was measured on a scale from 1 to 4, in which lower scores indicate a higher level of work importance. The other three items were gauged on a scale from 1 to 5 (1 indicating strongly agree and 5 indicating strongly disagree). The scores for each item were reverse coded, and the mean scores were computed so that higher scores indicate greater work motivation.

3.3. Independent Variables

The independent variables of this study include individuals’ competence, autonomy, and social relatedness. First, people’s competence was measured by the item “What is the highest educational level that you attained” on a scale from 0 to 8, in which higher scores indicate a higher level of educational attainment. The authors used the item to gauge individual competence, as a capacity for learning is highlighted in the examination of competence [ 39 ]. Second, a scale from 1 to 10 was utilized to measure the item “How much freedom of choice and control”, which represented individual autonomy (1 indicating no choice at all and 10 indicating a great deal of choice). The authors used the item to gauge people’s autonomy as this item indicates the degree to which individual can make their own decisions. Finally, the individual’s social relatedness was gauged by twelve items, representing twelve types of organizations where individuals are active/inactive members or do not belong. The twelve items were measured on a scale from 0 to 2 (0 indicating do not belong, 1 indicating inactive member, and 2 indicating active member). The mean score of the twelve items represents the individual’s social relatedness. The membership in organizations represents social relatedness, as this indicates the reciprocal relationship between the individual and the organization through their mutual rights, responsibilities, and obligations towards each other [ 85 ].

3.4. Moderators

The four country-level moderators in this study were religious affiliation, political participation, humane orientation, and in-group collectivism. Similar to prior research (e.g., [ 86 ]), the authors used the percentage of the country’s population with religious affiliation obtained from Pew Research Center 2015 [ 87 ]. Secondly, the index of voter turnout collected from the International Institute for Democracy and Electoral Assistance [ 88 ] was utilized to gauge political participation. Voting habits are an indicator of an individual’s presence in their country’s life, and a nation with a high index of voter turnout illustrates its substantial degree of political participation [ 89 ]. Finally, two cultural values, including humane orientation and in-group collectivism, were obtained from the GLOBE study [ 68 ]. The authors used scores on cultural practices as the moderators for this study because they indicate the actual behaviors as “the way things are done in this culture” [ 68 ].

3.5. Control Variables

Several individual-level and country-level elements related to the dependent variable were considered control variables. The effects of gender, marital status, age, and income level were accounted for, as these four variables are basic personal factors that may impact individual’s motivation [ 90 ]. Gender (1 indicating male and 0 indicating female) and marital status (1 indicating married and 0 indicating other status) were dummy coded. Moreover, age was measured in years, while income level was gauged using a scale from 1 representing the lowest group to 10 representing the highest group. Along with the above individual-level controls, education and family strength were treated as country-level control variables. Education and family are primary institutions that shape individuals’ motivation [ 91 , 92 ]. Similar to prior researchers (e.g., [ 93 ]), education was computed as two-thirds of the adult literacy rate attained from the UNESCO Institute for Statistics 2020 [ 94 ] and one-third of the mean years of schooling obtained from the Human Development Report 2020 [ 95 ]. This score is commonly approved as representing access to education in a country [ 42 ]. Regarding family strength, the score was quantified by the ratio of divorces to marriages per 1000 members of the population consistent with previous researchers (e.g., [ 93 ]). The data was obtained from the United Nations Demographic Yearbook [ 96 ].

3.6. Measurement and Analysis

To perform the descriptive statistics, cross-level correlations, scale reliability, confirmatory factor analysis, convergent validity, and discriminant validity, the authors utilized SPSS software.

The framework of this study considers independent variables, dependent variables, and moderators at different levels. Thus, the authors used a hierarchical linear model (HLM) [ 97 ] to test the hypotheses. HLM was defined as a “complex form of ordinary least squares (OLS) regression that is used to analyze variance in the outcome variables when the predictor variables are at varying hierarchical levels” [ 98 ]. This technique evaluates the impacts of higher-level outcomes on lower-level ones while preserving an appropriate degree of analysis [ 99 ]. HLM has been employed in several cross-level studies (e.g., [ 100 , 101 ]).

Table 2 presents a matrix of correlations and sample statistics from the individual-level to country-level variables. Table 3 and Table 4 report convergent and discriminant validity test results, respectively. Finally, Table 5 illustrates results for hypotheses testing using HLM. Three models are presented in the table: those of individual-level main effects and control variables (Model 1), those of country-level main effects (Model 2), and country-level moderating effects (Model 3).

Descriptive statistics, cross-level correlations and scale reliability a,b,c .

a   n = 32,614 level 1; n = 25, level 2. b * p < 0.05, ** p < 0.01. c The reliability found in the parentheses is expressed as Cronbach’s alpha for scales with ≥four items.

Convergent validity.

Discriminant validity—Fornell and Larcker’s criterion.

* p < 0.05.

HLM results: (The DV is work motivation) a,b .

a , n = 32,614 level 1; n = 25, level 2. b , †, p < 0.10, * p < 0.05, ** p < 0.01, *** p < 0.001.

For the confirmatory factor analysis, previous research (e.g., [ 102 , 103 , 104 ]) suggested that analysis of each variable requires at least three items. Factor analysis using statistical software will provide imprecise results if there are fewer than three items per variable [ 105 ]. Therefore, the authors only performed Confirmatory Factor Analysis (CFA) for social relatedness and work motivation.

To assess the measurement, convergent and discriminant validity were tested. Composite Reliability (CR) and Average Variance Extracted (AVE) were performed to illustrate convergent validity. The study of Hair et al. (2019) [ 106 ] suggested that CR is required to be above a threshold of 0.7. On the other hand, the AVE value should be higher than a threshold of 0.5 [ 107 ]. As shown in Table 3 , CR is acceptable while AVE is slightly lower than a threshold of 0.5. Despite the limitation of AVE, the acceptable result of the discriminant validity is achieved. The discriminant validity was tested using Fornell and Larcker (1981)’s criterion [ 107 ]. This proposes that the square root of the AVE of any latent variable should be higher than its correlation with any other construct. The result of the discriminant validity test indicates that all the two latent constructs have a square root of AVE higher than its correlation with the other construct, as presented in Table 4 .

The authors argued that individuals’ competence (H1), autonomy (H2), and social relatedness (H3) positively relate to their work motivation. However, the findings only supported H2 (β2 = 0.036, p < 0.001) and H3 (β3 = 0.042, p < 0.001). In contrast, the findings presented that H1 was also significant, but in the opposite direction compared with our original prediction. The result suggests that individuals’ competence negatively relates to their work motivation.

In Hypotheses 4a–d, we proposed that higher levels of religious affiliation (4a), political participation (4b), humane orientation (4c), and in-group collectivism (4d) strengthen the relationship described in H1. However, the results only demonstrated support for the two hypotheses, H4c (γ13 = 0.032, p < 0.001) and H4d (γ14 = 0.042, p < 0.001). In contrast, the findings presented that H4a was also significant, but opposite our initial prediction. This different result proposes that a higher level of religious affiliation weakens the association between individuals’ competence and work motivation.

In Hypotheses 5a–d, the authors argued that the higher levels of religious affiliation (5a), political participation (5b), humane orientation (5c), and in-group collectivism (5d) enhance the positive relationship between individuals’ autonomy and their work motivation. However, the results only supported the two hypotheses H5b (γ22 = 0.012, p < 0.05) and H5c (γ23 = 0.012, p < 0.1), while H5a and H5d were not significant.

In Hypotheses 6a–d, the authors argued that the higher levels of religious affiliation (6a), political participation (6b), humane orientation (6c), and in-group collectivism (6d) enhance the positive relationship between individuals’ social relatedness and their work motivation. However, the results only supported H6c (γ33 = 0.019, p < 0.01). In contrast, the findings indicated that H6d was also significant, but in the opposite direction compared to our initial hypothesis. The different result suggests that higher in-group collectivism weakens the positive association between individuals’ social relatedness and work motivation. Figure 1 , Figure 2 , Figure 3 , Figure 4 and Figure 5 represent the significant moderators of the associations examined.

The association between competence and work motivation at different levels of humane orientation.

The association between competence and work motivation at different levels of in-group collectivism.

The association between autonomy and work motivation at different levels of political participation.

The association between autonomy and work motivation at different levels of humane orientation.

The association between social relatedness and work motivation at different levels of humane orientation.

Regarding the statistical results of the control variables, gender, marital status, and age consistently indicated significant positive relationships with work motivation across three models. On the other hand, family strength indicated a significant negative association to work motivation only in Model 1.

5. Discussion

The study’s objective was to examine the influence of individuals’ competence, autonomy, and social relatedness on their work motivation, as well as the impact of country-level moderators, including religious affiliation, political participation, humane orientation, and in-group collectivism on their relationships. Seven primary findings are crucial in this research. First, people’s autonomy and social relatedness positively relate to their work motivation. This result is in line with the findings of prior researchers (e.g., [ 45 , 52 ]), postulating that humans’ autonomy and social relatedness breeds work motivation. The study of Theurer et al. (2018) [ 108 ] argued that, among motivational elements, autonomy had been found to greatly predict positive work motivation. When people feel they have enough control over their activities, they are more confident and motivated to work. Along with autonomy, humans’ social relatedness promotes communal benefits, thereby motivating people to work harder for their organization. Second, the association between individual competence and work motivation is moderated by cultural values, including humane orientation and in-group collectivism. The findings are consistent with the viewpoints of prior researchers (e.g., [ 69 , 70 , 77 , 78 ]), namely that a society with higher levels of humane orientation and in-group collectivism strengthens altruism, solidarity, loyalty, and the encouragement of individuals, which results in work motivation. Consequently, there will be an increase in the differences in individuals’ competence and work motivation if they live in a society with greater humane orientation and in-group collectivism. Third, political participation and humane orientation moderate the relationship between individual autonomy and work motivation. These results are in line with the investigations of prior researchers (e.g., [18,45), which found that social circumstances and cultural practices promote people’s motivation. Accordingly, the differences in individuals’ autonomy based on their work motivation will be enhanced if they belong to nations with higher political participation and humane orientation. Fourth, the association between social relatedness and work motivation is moderated by humane orientation. Accordingly, in a humane-oriented society, the differences in individuals’ social relatedness based on their work motivation will be strengthened.

The remaining findings were contrary to the original propositions. Pinder (2014) [ 20 ] argued that it is possible to find that contextual practices can influence variables at the individual level in the opposite prediction in motivation research. Fifth, individuals’ competence negatively influences their work motivation. This finding proposes that more competent individuals are less motivated at work. One possible interpretation of this opposite result is that, when the majority of the organization members recognize individuals’ competence, these individuals may perceive that it is not necessary to devote most of their time and energy to work anymore. These individuals may believe that no matter how unwillingly they perform, they are still competent enough because of their prior achievements. Additionally, competent individuals recognize that they have already sacrificed their enjoyment of life for their previous successes; therefore, they tend to offset this by investing their valuable time in other aspects. This is consistent with other researchers’ investigations (e.g., [ 109 ]), which found that low-skilled individuals are more often compelled to engage in regular work activities and are more easily motivated than others. By contrast, highly competent individuals tend to be motivated by challenging tasks and improving themselves through further education. Sixth, the relationship between competence and work motivation is negatively moderated by religious affiliation. This finding suggests that religious affiliation weakens the association between individuals’ competence and work motivation. One possible explanation for this finding is that strong religious beliefs are the foundation for virtuous living [ 110 ]. Individuals with religious affiliation usually employ religious principles to guide their behavior, regardless of their competence. In other words, both competent and incompetent individuals tend to be more motivated at the workplace if they are affiliated with any religion, thereby diminishing the influence of competence in work motivation. Seventh, the relationship between social relatedness and work motivation is negatively moderated by in-group collectivism. This result proposes that a higher degree of in-group collectivism weakens the association between individuals’ social relatedness and work motivation. One possible explanation for this is that, under an in-group collective society, people put more weight on mutual relationships and encourage acts that may build up the solidarity of groups. Since in-group collectivism is viewed as a social attachment in which people emphasize the group over the self (e.g., [ 79 , 80 , 81 ]), individuals are fairly conscious of their responsibility to the group regardless of their social relatedness. Both socially related and unrelated individuals belonging to in-group collective cultures tend to work harder for common goals. Accordingly, the influence of individuals’ social relatedness on their work motivation is reduced.

6. Limitations and Future Research

Despite its significant contributions, this study has its limitations. The use of secondary data represents the fact that the data collection process was beyond the authors’ control. However, the collection of cross-national data is time-consuming and costly. The authors used the available data but strove for the efficient use of multilevel data. The secondary data also limited the measurement of individual-level factors based on the available data. Moreover, it is quite complex to gauge an individual’s work motivation appropriately, since personal work motivation may not be one-dimensional. Nevertheless, the authors made efforts to employ the measurements utilized by prior research. Moreover, it is complicated to measure social factors such as political participation. There are challenges in investigating social contexts due to the absence of direct measurements [ 111 ]. This compels the authors to identify substitute measurements for this study. Finally, this study covered 25 samples from 25 countries with different characteristics. Despite the attempt of this study to include the most relevant social conditions in the framework, the influence of other national differences and cultural sensitivities were not considered.

This paper directs further research considering that several frameworks and approaches should be employed to better examine motivation [ 112 ]. First, as some of the results were opposite to the original propositions based on the theoretical foundations employed, combining different concepts and approaches is necessary to enhance perspectives of psychological needs and social issues. For instance, the relationship between competence and work motivation can be further investigated by employing other theories to understand their association better. Similarly, the moderating effects of social contexts such as religious affiliation and in-group collectivism should be further examined to obtain a more in-depth comprehension of the roles of contextual circumstances and cultural values in individual-level relationships. Additionally, self-determination theory and the concept of prosocial motivation may be used to explore motivation towards specific behavior in organizations, such as organizational citizenship and proactive behaviors. Organizational context, such as rewards, training, and culture, can be considered as part of the framework to enhance the conception of work motivation.

7. Conclusions

This study has utilized a multilevel framework to examine the influence of psychological needs and social context on work motivation. Through this research, a deeper understanding of the roles of competence, autonomy, and social relatedness, as well as social situations and cultural values on work motivation, is achieved. The contrary findings call for integrating other concepts and approaches towards a more comprehensive knowledge of work motivation.

Along with the theoretical contribution, the study’s findings offer practical implications. The satisfaction of psychological needs promotes self-motivation, which creates positive outcomes. Hence, organizations can provide programs and activities to promote employees’ autonomy and social relatedness as this will enhance their work motivation. Employee empowerment can be advocated by encouraging them to make their own decisions at the workplace, providing constructive criticisms rather than instilling the fear of failure. Additionally, managers should encourage solidarity, support, and mutual care among employees. Putting more weight on employees’ fulfillment of needs will further increase employees’ motivation, thereby diminishing costs related to stress or turnover [ 50 ]. To establish a novel mechanism towards promoting work motivation in the entire nation, the government should pay attention to the political structure and conditions that encourage citizens’ participation. Additionally, a culture of humane orientation should be promoted in the workplace and society so that solidarity, kind assistance, and altruism among communities as well as among individuals can be strengthened. For instance, teamwork should be encouraged for employees to help each other overcome difficulties at the workplace or share responsibilities with their colleagues. This will motivate people to work harder for collective goals, contributing to the development of organizations.

Author Contributions

Conceptualization, T.T.D.V. and K.V.T.; data collection, T.T.D.V.; methodology, T.T.D.V. and K.V.T.; formal analysis, T.T.D.V. and K.V.T.; resources, K.V.T. and C.-W.C.; writing-original draft, T.T.D.V. and K.V.T.; writing-review, editing & proofreading, T.T.D.V., K.V.T. and C.-W.C.; visualization, K.V.T.; supervision, K.V.T. and C.-W.C.; project administration, K.V.T. All authors have read and agreed to the published version of the manuscript.

This paper does not receive funding from any individuals or organizations.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

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• Published: 04 September 2021

Employee motivation and job performance: a study of basic school teachers in Ghana

• Joseph Ato Forson   ORCID: orcid.org/0000-0002-5997-5713 1 ,
• Eric Ofosu-Dwamena 2 ,
• Rosemary Afrakomah Opoku 3 &
• Samuel Evergreen Adjavon   ORCID: orcid.org/0000-0002-2713-3327 4  

Future Business Journal volume  7 , Article number:  30 ( 2021 ) Cite this article

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Motivation as a meaningful construct is a desire to satisfy a certain want and is a central pillar at the workplace. Thus, motivating employees adequately is a challenge as it has what it takes to define employee satisfaction at the workplace. In this study, we examine the relationship between job motivation factors and performance among teachers of basic schools in Ghana. The study employs a quantitative approach on a sample of 254 teachers from a population of 678 in the Effutu Municipality of Ghana, of which 159 questionnaires were duly answered and returned (representing 62.6% return rate). Using multiple regression and ANOVA, the study finds compensation package, job design and environment and performance management system as significant factors in determining teacher’s motivation in the municipality. Thus, these motivation factors were significant predictors on performance when regressed at a decomposed and aggregated levels. These findings support the self-determination theory, more specifically on the explanations advanced under the controlled and autonomous motivation factors. Significant differences were also observed in teachers’ performance among one of the age cohorts. The study urges the municipal directorate of education to make more room for young teacher trainees and interns who are at the formative stage of their careers to be engaged to augment the experienced staff strength. More should be done to make the profession attain some level of autonomy in the discharge of duty to breed the next genre of innovative educators in the municipality.

Introduction

Motivation as a meaningful construct is a central pillar at the workplace. Thus, motivating employees adequately is a challenge as it has what it takes to define employee satisfaction at the workplace. Quite a number of studies have been devoted to the link between motivation and its constituent factors and employee performance in different organizations [ 7 , 46 ]. Our study draws inspiration from the self-determination theory (SDT) advanced by Deci et al. [ 14 ] as a framework that can be applied to teachers motivation and performance in basic schools in Ghana. It is worth noting that SDT differentiates between controlled motivation and autonomous motivation. The latter is evident when individuals are faced with pressure and control. The former on the other hand emphasizes on the volitional nature of the behavior of individuals. The SDT provides evidence that suggests that motivation fuels performance [ 14 , 57 ].

In Ghana, the subject of motivation has always been at the apex of national agenda and is evident in the number of strike actions in the public service. In the early part of the 2000s, teachers were part of the public servants whose agitation for improved condition of service did not go unnoticed. Forson and Opoku [ 16 ] had stated that teachers’ emolument accounted for less than 35% of the public service wage bill although teachers were perceived to be in the majority in terms of numbers. This phenomenon did spark a wave of attrition of trained teachers to other sectors of the Ghanaian economy. The teaching profession as a matter of fact became a launched pad for the youth. It should be said that the nature of the school setting is basically a function of internal management and leadership. The head teacher or director of education as the Chief Executive needs to appreciate and recognize that results can be obtained through people. In today’s world, organizations are concerned with what should be done to achieve sustained high level of performance through people who are innovative thinkers [ 4 , 17 , 41 ]. These include paying more attention to how individuals can best be motivated and provision of an atmosphere that helps individuals to deliver on their mandates in accordance with the expectations of management [ 25 ]. This means that an educational manager or an individual engaged as a teacher cannot do this job without knowing what motivates people. The building of motivating factors into organizational roles and the entire process of leading people should be contingent on knowledge of motivation. Koontz and Weinrich [ 25 ] agree that the educational managers’ job is not to manipulate people but rather to recognize what motivates people.

A national debate ensued on the significant role played by teachers in nation building and the need to address the shortfall in the condition of service of teachers to motivate them to perform. Wider consultative meetings were held with stakeholders in the teaching fraternity and the outcome and the panacea was the introduction of a uniform pay structure based on qualification. The legislative arm of government passed Act 737 in 2007 that saw the birth of the Fair Wages Salary Commission (FWSC). The mandate of the commission was to ensure a fair and systematic implementation of government pay policy [ 18 ]. Although this has stabilized the teaching profession in terms of the level of attrition, concerns on how this inducement translate into teacher’s performance seem to dominate national discourse especially in the face of fallen standard of education in Ghana. Such concerns have raised questions such as the following: (1) Does pay rise correlate with performance? (2) Are there other factors that ought to be considered in the nexus between motivation and performance? (3) Are there any significant differences in the level of performance among various age cohorts (4) Do educational background motivate teachers to perform better? These and other questions are addressed in this study.

The objective of this paper is to examine the link between job motivation factors and performance among basic school teachers in Ghana. This is against the backdrop that teachers have for some time now complained about condition of service and with the passage of FWSC bill, one would have thought that would have impacted on performance of teachers as it has been proven that motivation leads to satisfaction and ultimately to high performance. The standard of education continues to be a major concern in the educational setup of Ghana.

We organize the paper as follows: section one is the introduction that sets the tone for the paper. The problem is defined in this section, and the necessary questions that warrant redress are asked. We continue with a brief literature review on the concept of motivation, leading to the development of a conceptual framework and hypothesis based on the self-determination theory (SDT). Section two focuses on the method deployed, with emphasis on the aim, design and setting of the study. The theoretical equation for the multiple regression is brought to the fore here. Section three is the results and discussion, and section four concludes with policy implications.

The concept of motivation and self-determination theory (SDT)

Maslow [ 33 ] is credited for being part of the early contributors of human motivation concept. Maslow classifies human needs that motivate them into two: (1) homeostasis and (2) finding that appetites (preferential choices among foods). The former refers to the body’s automatic efforts to maintain a constant, normal state of the blood stream. The latter concept, on the other hand, is of the view that if the body lacks some chemical, the individual will tend (in an imperfect way) to develop a specific appetite or partial hunger for that missing food element. Thus, Maslow was of the view that any of the physiological needs and the consummatory behavior involved with them serve as channels for all sorts of other needs. Relating this assertion to teachers and the need for a salary pay rise, it should be pointed out that a person who thinks he is hungry may actually be seeking more for comfort, or dependence and managers in the educational sector ought to know this. Contemporary researches have expanded on the theory of motivation as advanced by Maslow [ 33 , 34 ]. For an organization to thrive and be efficient, certain conditions ought to be available in order for managers to get the best out of its human resources (workers/employees). Employees of an organization are the greatest asset in a dynamic and competitive environment [ 49 ]. In the words of Martin [ 32 ], if an organization wants to be effective and aims to sustain the success for a longer period of time, it is important for it to have a motivated workforce made up of employees ready to learn. The last three decades have witnessed an avalanche of studies that emphasizes on the point that employee motivation is essential for the success of a business [ 2 ].

In exploring further on this connection, Mifflin [ 35 ] delved into the fundamental meaning of the word “motivation” and pointed out that it is a Latin word which means to move. Therefore, it is near impossible to move peoples’ behavior in an organization unless such move is triggered by certain incentives. Robins and Coulter [ 49 ] explained the term motivation as the desire and willingness to exert high level of inspiration to reach organizational goals, conditioned by the efforts ability to satisfy some individual need. In this study, we define motivation simply as the act of moving people triggered by the provision of some incentives to achieve a desired goal.

In the words of Deci and Ryan [ 13 ], the SDT focuses on human beings inherent desire to bring change and progress as they advance to their fullest potential. Several studies have applied the SDT in various research areas that includes education, medicine and other organizational context. The SDT is of the view that individuals are by nature active entities who will do everything possible to be integrated into the wider social environment in an attempt to be responsive to the behavior consistent with existing self. The theory according to Trépanier et al. [ 57 ] defines social context as the workplace which facilitate or frustrate ones striving toward self-determination.

The SDT theory has two major forms of motivation which may be differentiated on the basis of its nature and quality according to Howard et al. [ 22 ]. When employees engage in interesting activities or in pursuance of their needs, such a form of motivation is ascribed as autonomous motivation. Such a form of motivation facilitates employees’ vitality and energy including satisfaction and well-being [ 14 ]. When employees engage in activities out of pressure as a result of external factors such as attaining rewards including threat of being punished, or even endogenous sources of such pressure as maintaining self-esteem, want of approval, image management or avoiding guilt, such a form of motivation can be ascribed as controlled motivation. Gillet et al. [ 20 ] explain that people with controlled motivational behavior do so out of reason as long as these contingencies exist and thus it predicts maladaptive work outcomes (e.g., exhaustion of personal energy) and turnover intentions.

SDT and job performance

According to Motowildo et al. [ 38 ], job performance is a construct that elicits behavior related to achievement with evaluative components. Most studies on this relationship have emphasized on the role of autonomous and intrinsic motivation on performance with the argument that individuals autonomously motivated have certain inherent values and behaviors and thus give off optimal performance. The theory of self-determination explains that autonomous motivation should be the necessary ingredient for better performance. That is, when individuals are better informed about the purpose of their job and have a sense of ownership and the degree of freedom to operate (autonomy), the possibility of they performing better at work may be high. The source of such motivation according to Deci et al. [ 14 ] may be from one’s interest and values. It is purpose-driven, amplifies energy, enjoyable and provides enough rationalization for tasks to be accomplished effectively. Moreover, the intrinsic component of autonomous motivation has been linked with job performance in related literature and types of performance [ 7 ].

Empirically, there are evidence to suggest that autonomous motivation is linked with performance. Evidence pertaining to controlled motivation is less dispositive. Proponents of the SDT have argued that controlled motivation (e.g., performance management systems) could reduce employee functioning because action derived from personal values and interest may be disconnected, therefore leading to negative effects on performance [ 48 ]. Counter argument posits that controlled motivation may foster employee willingness to complete tasks in an attempt to avoid guilt or punishment or to earn external reward which may come in the form of compensation package [ 27 ]. In this study, we focus on both the controlled and autonomous motivational factors. More specifically, we focus on Herzberg et al. [ 21 ] motivators validated by Harvard Business Review in 2003 which were made up of two motivators: (1) intrinsic factors such as achievement, recognition for achievement, the work itself, growth, responsibility and advancement, and (2) extrinsic factors such as supervision, working conditions, payment, interpersonal relationship, appreciation and company policy. Therefore, the bundle of motivators used in this study are similar to the aforementioned ones and may include performance management systems, external rewards that come in the form of compensation packages, job environment and training and development [ 30 ]. We explain these constructs further with the empirical evidence leading to the development of the conceptual framework.

• Compensation package

Rasheed et al. [ 44 ] posit that package of compensation offered to teachers in institutions of higher learning has to be made based on several factors that may include the experience that underpins the abilities of the teacher, qualifications and perhaps market rates. This is supported by Bohlander et al. [ 6 ] who argued that teachers compensation ought to be the most central concern for managers and administrators of schools in stimulating them. Most of these research studies are premised on the fact that compensation should be designed to meet the needs of teachers and has be fashioned in the form of tangible rewards. In corroborating this assertion, Marlow et al. [ 31 ] observed that low condition of service defined by salary creates stress among teachers in schools. Thus, teachers’ condition of service should be market competitive in order to get higher motivation and to maintain them. Other studies have found that salary levels have been the main challenge for education managers and are the reason for the high attrition and that education planners and managers should pay attention to the design of compensation packages.

Job design and working environment

The needs of teachers on the job ought to be planned properly. The workload on teachers should not be such that it will de-motivate [ 44 ], p. 103. Teachers at all levels should have a learning environment, and educational administrators should make a point to treat existing human resource (teachers) with maximum respect devoid of any discrimination.

Nowadays, job design is the central focus of managers and human resource researchers. Thus, a well-designed job has what it takes in getting interest of employees. On the contrary, poorly designed job breeds boredom among employees. Davidson [ 12 ] makes an important observation and remarked in his research that when teachers are overloaded and burdened with so many non-teaching activities, it portends as a hindrance in the job design. Other scholars such as Clarke and Keating [ 9 ] have argued that the working environment of an educational institution affects teachers’ motivation. Clarke and Keating [ 9 ] found students to be the main reason why teachers are motivated in schools. His emphasis was on talented and hardworking students who boost the morale of teachers. Students who do not produce the desired results, on the other hand, de-motivate teachers. Moreover, class size is another important consideration in motivating teachers. Other variants of the job design and environment are captured in Ofoegbu [ 39 ] research in which he argued that institutions provide support in the form of resources to the teachers in the form of computers with Internet connections. Moreover, other factors such as the provision of e-libraries and research equipment, and other logistics for students may also serve as an effective motivator for teachers.

Performance management system

Management of teachers and educational administrators in all levels of education should focus on implementing basic performance management systems to continually appraise teachers’ accomplishments. For instance, the use of a so-called 360-degree feedback system is important where students’ feedback is attended to with the attention it deserves.

Stafyarakis [ 53 ] corroborated this and asserted that ‘Annual Confidential Reports’ have become obsolete. Yet there has been an emergence of a scientific approach on the field of performance management as time goes on. In discussing this further, Milliman [ 37 ] is of the view that although there are many practices available in this field, but a performance management system based on 360-degree feedback approach is the most effective.

Contrary to the norm that teachers are most motivated by the intrinsic factors and least motivated by the monetary aspects of teaching, Rao [ 43 ] demonstrates that poor appraisal systems, lack of recognition and lack of respect from the head and other co-workers are some common reasons of distress and de-motivation among teachers in educational institutions. The lack of recognition from supervisors is one of the many reasons why teachers would want to leave the teaching profession Stafyarakis [ 53 ].

Moreover, Rasheed et al. [ 45 ] points out that teachers are much concerned about students’ feedback; hence, feedback from the students should be given a proper weightage and in appraising and managing teachers’ performance in the institutions of higher education. Jordan [ 23 ] stressed that the feedback of students is a major issue of that motivates teachers and therefore teachers should be given feedback from their students in scientific manners.

Training and development

It is of significance that educational administrators focus on training activities as an essential means of both motivating employees and sustaining the survival of that organization according to Photanan [ 42 ] and Bohlander et al. [ 6 ]. Leslie [ 28 ] identified professional growth as basic motivator for teachers. He stressed that the professional learning platform available to a teacher is the basic path of his/her career development [ 29 ].

Conceptual framework and hypothesis development

In this section, the study harmonizes the components of the SDT theory into a conceptual framework on motivation and performance connection. The framework developed in this research may be useful as a guide by academicians and practitioners in understanding the mechanisms through which motivational factors affect job performance among teachers in the Effutu Municipality of Ghana. On elucidating on what a framework is, Chinn and Kramer [ 8 ] explained that a framework can be seen as a complex mental formulation of experience. Further clarification was given to distinguish conceptual framework from a theoretical framework. They assert that while theoretical framework is the theory on which the study is based, the conceptual framework deals with the operationalization of the theory. Put in another way, it represents the position of the researcher on the problem at hand and at the same time gives direction to the study. It may be entirely new, or an adoption of, or adaptation of, a model used in previous research with modification to fit the context of the inquiry [ 8 ].

The framework developed in this research has three components: the first component looks at the factors necessary to induce motivation among teachers. The second component focuses on motivation as a concept. The last component which is on job performance looks at the link between the aggregate motivational factors and performance. The extant literature survey on motivational factors and performance provides all the necessary ingredients for the construction of the framework. First, the extant literature shows that motivation as a concept is simply the act of moving people triggered by the provision of some incentives to achieve a desired goal. The triggers of motivation may include such factors such as compensation packages, job design and working environment, performance management system and training and development which are controlled and autonomous factors as crucial elements for motivation.

The second component of the framework is the aggregate motivation, which is the interaction of the controlled and autonomous factors of motivation. Motivation according to Reeve (2001) refers to the excitement level, the determination and the way a person works hard at his work setting. Ricks et al. [ 47 ] explicating on the thesis of motivation was of the view that motivation is an internal aspiration of a man that compels him to reach an objective or the goal set for him.

The third component of the framework is performance. According to Culture IQ [ 11 ] and Motowildo et al. [ 38 ], job performance is the assessment of whether an employee has done their job well. It is an individual evaluation (one measured based on a single person’s effort). In the words of Viswesvaran and Ones [ 58 ], p. 216, the term job performance is used in reference to actions that are scalable, behavior and outcomes that employees engage in or bring about that are linked with and contribute to the goals of an organization. It is linked to both employee- and organizational-level outcomes. A distinctive feature of the framework developed in this research is that it shows the interaction between autonomous and controlled factors and motivation and how it affects the performance of teachers in Fig.  1 .

Source : Created by the authors

A Conceptual model of the relationship between Motivation and Teachers’ Performance.

It can be visibly seen from the framework that teachers motivation may be defined by both controlled and intrinsic motivational factors that may include those that fall under compensation packages, working environment, performance management system and training and development of teachers [ 44 ]. Yet the performance of teachers in itself motivates management and policy makers to institute compensation packages, improved psychological aura through enhanced working environment and job design and implementing appropriate performance management policy for a continued performance enhancement. It should also be emphasized here that these job satisfaction factors may pass as job motivational factors and theorize that a highly motivated teacher may be related to the level of satisfaction.

Scholars such as Thus Milda et al. [ 36 ] and Spector [ 52 ] collectively share the opinion that teachers differ from typical employees in various ways. Therefore, instruments that usually measure such job satisfaction and motivation dimensions as appreciation, communication, coworkers, fringe benefits, job conditions, nature of work, organization itself, organizations’ policies and procedures, pay, personal growth, promotion opportunities, recognition, security, supervision may not always match with teachers’ motivation aspects on the teaching field. However, some of these factors according to some researchers can be used in understanding motivation and performance among teachers. The consensus on these dimensions is especially on supervision, work itself, promotion and recognition being important dimensions of teachers’ motivation at work [ 50 , 51 , 56 ]. In addition, several researchers have used the same measurement or dimension but with different wording (synonym). For instance, Kreitner and Kinici [ 26 ] define job satisfaction with the synonym “motivation” which they argue contains “those psychological processes that cause the arousal, direction and persistence of voluntary actions that are goal directed” Motivation depends on certain intrinsic, as well as extrinsic factors which in collaboration results in fully committed employees. Based on this relationship, we hypothesize that:

Hypothesis 1

Teachers’ compensation package, job environment and design, performance management systems, training and development significantly affect teachers’ motivation.

In a similar manner, Board [ 5 ] asserted that tangible incentives are effective in increasing performance for task not done before, to encourage “thinking smarter” and to support both quality and quantity to achieve goals. Incentives, rewards and recognitions are the prime factors that impact on employee motivation. Aarabi et al. [ 1 ] confirmed this assertion by making use of factors such as payment, job security, promotion, freedom, friendly environment, and training and employee job performance to measure the term organizational motivation with positive relationship found on these factors. On rewards (which comes in various forms, e.g., income/pay, bonus, fringe benefits among others ) and recognition/appreciation, according to other researchers keep high spirit among employees which boost employee’s morale which may have a direct impact on performance and output. The study hypothesizes that:

Hypothesis 2

Teacher’s motivation positively affects their performance.

The aim, design and setting of the study

The paper aims to examine the link between motivation factors and performance among basic school teachers in Ghana. Data for this study were collected from primary. Primary data were sourced from the field of study through questionnaire administration. The researchers sought for permission from the municipal directorate of education to engage with teachers within the municipality. A written permission was granted, and questionnaires were administered to all basic schools’ teachers in the municipality.

At the preparatory stage, the questionnaires designed were tested to make sure participants understood the demands of the questions in the questionnaires. Informal interviews method has been adopted to make sure that additional information that could not have been gathered through the use of questionnaires was captured. The formal interviews using questionnaires ensured that we stayed focused on the background objective that formed the basis of the study.

Sampling technique and data analysis

On the determination of the sample size, different authors have differing views, but in most cases, the recommendation is that it should be large. Stevens [ 54 ] recommends at least 15 participants per predictor for reliable equation in the case of factor analysis. Tabachnick and Fidel [ 55 ] provides a formula for calculating sample size requirements, taking into consideration the number of independent variables that one wish to use: N  > 50 + 8  m (where m  = number of independent variables). In line with these and other requirements like Yamane [ 60 ], the exact sample size will be determined and questionnaires distributed accordingly to the selected public and private schools in the Effutu Municipality.

The human resource unit of the educational directorate of education in the municipality has indicated that there are over 678 teachers teaching at various levels in the municipality [ 15 ]. Thus, the 678 teachers become the population in the municipality. Using Yamane [ 60 ] and validating with other sampling size technique, a sample size of 254 has been adopted with a 0.5 level of precision. Thus, 254 questionnaires were distributed among the various schools, but 159 were filled and returned (representing 62.6% return rate).

Quantitative data are analyzed by means of a software called Statistical Package for Social Sciences (SPSS version 20). This is necessitated by the fact that the analyzed quantitative data ought to be presented by graphs to give quick visual impression of what it entails.

The scale measurement of the questionnaires included nominal scale, ordinal and intervals. Questionnaires used were segmented to capture the demographic characteristics of the respondents and the constructs that feeds into the multi-level latent variables using a five-point Likert scale (see [ 19 , 24 ]). A verification was done to assess the suitability of the data for factor analysis with the expectation that Kaiser–Meyer–Olkin Measure of Sampling Adequacy ( \({\mathrm{i.e}}., {\rm KMo}\ge 0.6)\) and Bartlett’s Test of Sphericity value are significant ( p  = 0.05), which was the case for our sample data. In measuring some of the latent variables, the study developed a 9-scale item on compensation package with the following loadings (e.g., how high is your qualification and pay ( \(\alpha =0.72)\) , “is your experience linked to your current pay?” ( \(\alpha =0.80)\) , “are you satisfied with the market premium” ( \(\alpha =0.75)\) etc.). All items were rated on a five-point Likert scale ranging from 1 = “not important” to 5 = “very important.” A confirmatory factor analysis (CFA) indicates that the hypothesized correlated 3-factor structure fits well with the responds of the participants ( \({\chi }^{2}/df = 2.01, {\rm RMR}=0.05,{\rm RMSEA}=0.06,{\rm TLC}=0.94,{\rm CFI}=0.94)\) .

Job design and working environment was measured by a 7-item scale based on questions such as “how do you perceive your workload” ( \(\alpha =0.88)\) , “does your work type offer learning environment?” ( \(\alpha =0.83),\) “Are you inspired by your working environment?” ( \(\alpha =0.87)\) , “Talented student boost morale” ( \(\alpha =0.84)\) etc. Similarly, all items were rated on a five-point Likert scale ranging from 1 = “not important” to 5 = “very important.” A confirmatory factor analysis reveals that the hypothesized one-factor structure fits well with the data ( \({\chi }^{2}/df = 3.06, {\rm RMR}=0.05,{\rm RMSEA}=0.06,{\rm TLC}=0.94,{\rm CFI}=0.94)\) .

Performance management system was assessed using a 9-item scale based on these inferences (e.g., “number of times supervisor visits” ( \(\alpha =0.69)\) , “how often are you visited by the municipal director of education” ( \(\alpha =0.78)\) , “work recognition” ( \(\alpha =0.72)\) , etc.). All constructs were rated as 1 = “not important” to 5 = “very important.” A confirmatory factor analysis reveals that the hypothesized two-factor structure was in line with the data ( \({\chi }^{2}/df=2.86, {\rm RMR}=0.05,{\rm RMSEA}=0.06,{\rm TLC}=0.94,{\rm CFI}=0.94)\) .

The last but not the least concept explored was job performance. It was assessed on a 12-item scale based on the inferences such as (e.g., “are pupils treated with respect?” ( \(\alpha\) =0.77), “do you help pupils work on their social-emotional skills?” ( \(\alpha\) = 0.69), “are you fair and consistent with pupils” ( \(\alpha\) = 0.87), etc.). All items were rated on a five-point Likert scale ranging from 1 = “not important” to 5 = “very important.” A confirmatory factor analysis reveals that the hypothesized two-factor structure was in line with the data ( \({\chi }^{2}/df = 2.06, {\rm RMR} = 0.05,{\rm RMSEA} = 0.06,{\rm TLC} = 0.94,{\rm CFI} = 0.93)\) . The study proceeds to make use of the proposed measurement models to assess the relationship outlined in the conceptual model in Fig.  1 .

Hypothesized theoretical equation

Based on the conceptual model in Fig.  1 , the study makes a number of hypothesis on the relation between motivational factors and motivation itself and subsequently the link between motivation and performance. Consequently, the study model leads to two structural equations as presented below:

where JM = job motivation, CP = compensation package, JDWE = job design and working environment, PMS = performance management system, TD = training and development, JP = job performance.

Results and discussion

The study begins with a frequency distribution and descriptive statistics to capture the responses of teachers regarding the itemized construct identified in the conceptual model. Beginning with these two is borne out of the fact that the data category used in the study included categorical, ordinal and nominal variables which may be difficult to have a summary descriptive statistic.

With the understanding that every statistical approach is guided by certain principles or in most cases what has come to be known as assumptions, a diagnostic check was undertaken. Multicollinearity and singularity, for instance, look at the relationship among the independent variables. Thus, multicollinearity exists when the independent variables are highly correlated (r = 0.5 and above). The study was particular about these assumptions because multiple regression abhors them (singularity and multicollinearity). Issues concerning outliers (i.e., very high and low scores) was dealt with given the fact that multiple regression is sensitive to them. On normality, the results of the Kolmogorov–Smirnov statics were used to assess the distribution of scores. The test result was insignificant (i.e., sig. value of more than 0.05), which pointed to normality. Having done these, the study was sure there were no errors in the data and that the descriptive phase of the data used can begin.

Consistent with the general distribution of gender in the demographic characteristics of Ghana, about 63 of the teachers were female (39.6%) with 59.1% made up of male and 1.3% being transgender. The transgender teachers were foreign teachers who were here on an exchange program. Most of the teachers in the sample taught at the primary level (46.5%), followed by junior high level (43.4%) and kindergarten (8.8%), respectively. About 34.6% of the respondent responded they have taught between 6 and 10 years and 22.0% had spent between 11 and 20 years teaching. In terms of educational background, about 50.3% of the respondent have had first degree, with the remaining 49.7% being holders of teachers Cert. A or Diploma from the training colleges, and master’s degree of the returned samples. The average number of years participants have taught was observed to be 2.34 years with a corresponding standard deviation of 1.010. We present the demographic characteristics of our participants in Table 1 .

As shown in Table 2 , the compensation package scale has good internal consistency, with a Cronbach alpha coefficient reported to be around 0.725. According to Pallant [ 40 ], Cronbach alpha values above 0.7 are considered acceptable; however, values above 0.8 are preferable. Therefore, the threshold value of 0.725 means our scale is internally consistent and acceptable. Similarly, the job design and working environment scale recorded a Cronbach alpha coefficient of 0.793.

Performance management on the other hand had a Cronbach alpha coefficient of 0.70, yet training and development recorded a lower Cronbach alpha of 0.53, which meant it lacked internal consistency. The study had to drop training and development as factor for job motivation and proceed with the others. Job performance, however conspicuously recorded a Cronbach alpha of 0.83. In terms of the output from the correlation matrix, it can be visibly seen that the scales computed were not highly correlated and fallen below the threshold of 0.8 as recommended (see [ 40 ], p. 56). Both the assumption of singularity and multicollinearity by extension have not been violated (see Durbin Watson results) and thus the study can proceed to run the regression as per the set objectives and the conceptual model.

We go further to examine the causal effect of the factors identified as triggers of motivation on teachers’ level of motivation using ordinary least square method with multiple regression as the exact approach. Having gained credence from the test of reliability and validity, examining the causal effect becomes imperative. Using the baseline model in Eq. ( 1 ), the study concurrently runs the regression with the output shown in Tables 2 , 3 and 4 .

In model one, the study regresses compensation package with the dependent variable without controlling for other related factors. By implication what the results in model (1) seeks to explain is that, as the value of compensation package for teachers increases by 73 percentage points in the municipality, the mean of job motivation increases by that same margin. The high compensation is evidenced by government of Ghana reform in salary structure and bolstered by the effort of the Member of Parliament (MP) through the sharing of teaching and learning materials (TLMs) in the municipality. By this gesture by the MP, teachers feel appreciated and derive high motivation. Moreover, the presence of a university (University of Education, Winneba) has helped to deepen the level of motivation. The model has cross-variable variance of 52 percentage and with close to about 48 percentage unexplained as inferred from the coefficients of both coefficient of determination ( R 2 ) and adjusted coefficient of determination. Generally, the model is jointly significant ( F  = 170, p  < 0.01) with a corresponding tolerance and variable inflationary factor (VIF) of 1.

In model (2), the study varies the variables used with the inclusion of job design and working environment to examine how well the model can be through it cross-variable variance. Controlling for job design and environment shows a significant drop in the coefficient of compensation package from 0.73 to 0.53 although highly significant. Job design and environment recorded a coefficient of 0.49 which meant this indicator increases teachers’ satisfaction and thus motivation by 49 percentage points. In explaining this phenomenon, one would say that jobs that are rich in positive behavioral essentials such as autonomy, task significance and identity and feedback contribute to employees’ motivation. Government has since the introduction of its flagship program on free senior high education emphasized the significance of education across all the strata. The autonomy of heads of unit was by this directive curtailed. Heads of unit were barred from initiating policies to ease their operations. This finding is supported in the literature [ 7 , 30 , 46 ] and is aligned with the SDT. For example, head teachers who had levied pupils with printing fees were sanctioned for such initiative. Thus, by this gesture, the autonomy of the profession was in doubt and this explains why the level of motivation when this parameter is mentioned is low. With this addition, model (2) marginally sees an improvement of 0.73 in the cross-variable variance which is a significant. Model (2) was jointly significant ( F  = 170, p  < 0.01).

All the identified job motivation variables are concurrently used in model (3) to infer whether there was going to be a significant increase in the coefficient of determination and a drop in the residue. As a confirmation to the priori assumption, there was a marginal improvement of the explanatory strength of the model (R 2  = 0.88). However, the model witnessed significant drop in the coefficients. Thus, compensation package dropped further from 0.53 to 0.42 and job design and environment from 0.49 to 0.34.

It is important to note that the value of Durbin Watson test results when all the identified factors are brought together in model (3) indicate a no autocorrelation in the model which validates the earlier point of having dealt with critical assumptions that borders on autocorrelation. Moreover, both our VIF and tolerance were within the acceptable level. For instance, models (1)–(3) had a VIF score less than or equal to 1, which meant there were no issues concerning a possibility of high multicollinearity. For tolerance, there are no clear-cut cut-off point, but there is a suggestion of a tolerance greater than 0.40 according to Allison [ 3 ]. Yet Weisburd and Britt [ 59 ] are of the view that anything below 0.2 is an indication of serious multicollinearity. Inferring from these, it therefore goes to suggest that the tolerance levels of above 1 meant no multicollinearity.

In examining the relationship between the aggregated motivational factors and performance, the study brings to the fore the following findings as shown in Table 3 . The study presents four (4) different models on the relationship between motivation and performance. Model (1) regresses the aggregate motivational factors on job performance, and the findings are quite interesting to note. The job performance indicator is increased by 46% for every unit increase in motivation. This relationship can further be explained to mean a teacher within the municipality with a sense of satisfaction with his/her teaching job may feel more inclined to be at post no matter what the prevailing circumstances are. The snowball effect of this phenomenon is the reduction in absenteeism with a corresponding curb on teachers’ turnover. Although the coefficient of determination which explains the cross-variable variance is by far lower than expected ( R 2  = 0.214), the model is jointly significant ( F  = 41.44, p  < 0.01). The VIF and tolerance levels are within acceptable threshold with a Durbin Watson of 2.04 that signals a no concern of autocorrelation in the model.

Models (2)–(4) regress the decomposed job motivation factors on performance to ascertain their level of significance, and indeed, as theorized, these factors were positively significant except with lower coefficient of determinations ( R 2 ). To explain the relation in model (2), it is important to note that compensation is the output and the benefit that a teacher within the municipality receives in the form of pay, or even any form of exchanges (in kind or in cash) to increase performance. The Member of Parliament for the area as part of effort to ensure teachers are well compensated shared over 700 laptops to teachers within the municipality for effective teaching and learning. This certainly explains why the attrition rate in the municipality is low vis-à-vis high morale of teachers which largely explains the level of motivation and satisfaction.

Model (3) touches on the psychological state the teacher finds him or herself owed to the nature and state of the job. This may include the job environment and the degree of specialization. Yet in model (4), there is an exponential increase in the coefficient of performance management systems as it increases job performance within the municipality by 51 percentage point. It should be noted that performance management sets expectations for teachers’ performance and thus motivates them to work harder in ways expected by the municipal directorate of education under GES. The results in model (5) confirm earlier ones, but the inclusion of the other variables as control seems to have increased the coefficients of the various motivational factors. This partly explains the performance of the municipality in the central region in successive BECE.

Further investigation is made to understand which of the age groups is responsible for the ensuing level of performance in the municipality. To do this, the study relies on one-way analysis of variance (ANOVA). Here, the mean scores of more than two groups are compared using a continuous variable as the dependent variable. Having transformed the ordinal variables to continuous, it makes it quite straightforward to do this. Using the categorical independent variable of age which has more than three categories and the job performance variable which we have transformed to be continuous variable, the study undertakes a one-way between groups ANOVA with post hoc tests. Teachers were divided into four groups according to their ages (group 1: 20–30 yrs.; group 2: 31–40 yrs.; group 3: 41–50 yrs.; group 4: above 51 yrs.). There was a statistically significant difference at the \(p<0.10\) level in job performance scores for the four age groups: F (4, 159) = 0.042, p  = 0.10. Despite reaching statistical significance for one of the groups, the actual difference in mean scores between the groups was quite small. The effect size was calculated using eta squared (eta squared = 179.1/8513 = 0.02) which in Cohen’s ([ 10 ], pp. 248–7) terms is considered far too small a size. Note should be taking that Cohen categorizes 0.01 as a small effect, 0.06 as a medium effect and 0.14 as a large effect. Post hoc comparisons using the Tukey HSD test indicated that the mean score for group 1 (56.12, SD = 4.26) is significantly different from the other three groups which were insignificant. The result has theoretical soundness. Group 1 was made up of young teachers who had either returned from training colleges after completion or on internship and thus had cause to perform for a possibility of being retained or given a very good report since internship supervision forms part of the trainees’ assessment.

In this study, we examined among a host of autonomous and controlled motivational factors and their relationship to performance among basic schools’ teachers in the Effutu Municipality of Ghana. A conceptual model was developed with the necessary hypotheses formulated. Using multiple regression and one-way analysis of variance (ANOVA), the causal effect as shown in the model is tested.

The study finds compensation package, job design and environment and performance management system to be positively significant factors in explaining teacher’s motivation in the municipality. These job motivation factors were significant predictors on job performance. The aggregated job motivation indicator when regressed on job performance reveals a positive and significant effect. Based on the results from the ANOVA, the study recommends the municipal directorate of education to make more room for young teacher trainees who are at the formative stage of their career to be engaged to augment the experienced staff strength. More should be done to make the profession attain some level of autonomy in the discharge of duty to breed the next genre of innovative educators in the municipality. A limitation of the study is its inability to treat job motivation as a mediatory variable as captured in the framework. The study recommends future research to explore this connection.

Availability of data and material

Not applicable.

Abbreviations

Analysis of variance

Self-determination theory

Single spine salary structure

Fair wages salary commission

Teaching and learning materials

Member of parliament

Job motivation

Job performance

Kaiser–Meyer–Olkin

Confirmatory factor analysis

Standardized root mean square residual

Root mean square error of approximation

Statistical package for social science

Variable inflationary factor

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Acknowledgements

The authors would like to acknowledge the support of the Effutu Directorate of Education, particularly the Municipal Director of Education for the support during the data collection stage. We thank all the basic school teachers in the municipality who devoted time to fill and return questionnaires sent to them. We are also grateful to the Directorate for the secondary materials given to the team.

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Forson, J.A., Ofosu-Dwamena, E., Opoku, R.A. et al. Employee motivation and job performance: a study of basic school teachers in Ghana. Futur Bus J 7 , 30 (2021). https://doi.org/10.1186/s43093-021-00077-6

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Employee Motivation: The Complete Guide

Employee motivation is a crucial aspect of any successful organization. It’s the driving force that propels employees towards achieving their goals, which in turn contributes to the organization’s overall success.

In this guide, we will discuss employee motivation, provide you with practical and effective strategies to enhance it, and help you achieve your team’s full potential.

Content Index

What is employee motivation?

Types of employee motivation, the importance of employee motivation, top 10 ways to motivate employees, herzberg’s employee motivation theory, how to use herzberg’s theory in practice.

At the heart of employee performance lies motivation – the level of enthusiasm, energy, commitment, and creativity that an employee brings to their role daily.

The origin of the word “motivation” comes from the Latin word “ movere ,” meaning “to move.” Motivation is inherently linked to behavior, and to achieve desired goals and results, this behavior must be harnessed and channeled effectively. Motivation is a crucial driver of success in the workplace, and understanding how to cultivate and maintain it is key to achieving optimal performance.

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An organization needs to understand for a fact that not employees are clones. They are individuals with different traits. Thus, effectively motivating your employees will need to acquire a deeper understanding of the different types and ways of motivation.

Therefore, you will be able to categorize your employees better and apply the right type of motivation to increase the level of employee engagement and employee job satisfaction . Some employees respond better to intrinsic motivation, while others may respond better to extrinsic motivation.

Employee motivation is all about how engaged an employee feels in tandem with the organization’s goals and how empowered he/she feels. Motivation is of two types:

Intrinsic motivation

Intrinsic motivation means that an individual is motivated from within. He/she has the desire to perform well at the workplace because the results are in accordance with his/her belief system.

An individual’s deep-rooted beliefs are usually the strongest motivational factor. Such individuals show common qualities like acceptance, curiosity, honor, and desire to achieve success.

Research has shown that praise increases intrinsic motivation, and so does positive employee feedback . So if you are a manager, supervisor, or in a leadership role, please be intentional with your feedback or praise. Make sure it is empowering and that your employees understand your employee expectations .

Extrinsic motivation

Alternatively, extrinsic motivation means an individual’s motivation is stimulated by external factors- rewards and recognition. Therefore, some people may never be motivated internally, and only external motivation would work with them to get the tasks done.

Moreover, research says extrinsic rewards can sometimes promote the willingness of a person to learn a new skill set. Additionally, rewards like bonuses, perks, awards, etc., can motivate people or provide tangible feedback.

LEARN ABOUT:  Employee Rewards Ideas for Employee Engagement

According to psychologists, self-realization is a very human thing. Moreover, it is our basic nature to nurture something and see it flourish. It is applicable to most things we do in our day-to-day life. Hence, this is true for both social and societal spaces.

Undoubtedly, motivation plays a very important factor in a human’s life. Therefore, motivated employees take the initiative, are eager to take up additional responsibilities, and are innovative and go-getters.

Motivated employees ensure:

• There is a positive atmosphere within the organization
• Co-workers are happy and feel safe at work
• Make sure clients are happy
• They always achieve better results than their counterparts

Motivation, therefore, plays a very important factor and ensures employees remain active and contribute their best toward their organization. Furthermore, a high level of motivation leads to a lower level of employee turnover . 

In the next section, you will learn about the 10 simple ways to motivate your employees. Forbes elaborates that another crucial factor for managers is to understand the difference between employee motivation and engagement . Making an effort to understand the difference will, again, lead to lower levels of turnover rates.

If you are looking for ways to motivate your employees at work, here are the five simple ways of making it work:

• Employee motivation surveys: Use an online survey software or platform to conduct employee motivation surveys.
• Employee satisfaction surveys: Employee satisfaction depends on a ton of factors such as work environment, infrastructure, roles, responsibilities, etc. Conducting employee satisfaction surveys will help Managers understand dissatisfaction factors and act on them.
• Recognization: Recognition helps create a healthy bond between the employer and employees.
• Focus on intrinsic rewards: Extrinsic rewards fade very quickly. Focus on motivating your employees from within.
• Autonomy, not bureaucracy: Micromanagement is the worst thing you can do as a manager. If you have hired people with certain skillset let them do their job, be a facilitator, not a dictator.
• Create an amazing work environment:   Creating a good atmosphere will motivate your staff.
• Be a visionary: Lead with vision. Employees need to know their efforts are driving something important. They need to know their destination and, more importantly, the path that will take them there.
• Act on soliciting ideas and suggestions: Now that you have conducted surveys, you have received feedback from your employees. Ensure that the ideas, suggestions, and grievances that they have put forth will look into and addressed in a timely fashion.
• Career-pathing: Having a career growth plan with clearly mentioned roles and responsibilities is crucial to employees. Therefore, make sure that you sit down with every employee and come up with a career plan that is transparent and communicated clearly.
• Provide flexibility: Not all employees are alike. Therefore, you should allow some flexibility within reason, and your employees will be happy and motivated.

Herzberg’s employee motivation theory, or two-factor theory, says there are two factors to which an organization can adjust to influence the levels of motivation at the workplace.

The two factors identified by Herzberg are:

• Motivating factors: The presence of motivating factors encourages employees to work harder. They are the factors found in the workplace.
• Hygiene factors: Hygiene factors, if not present, will discourage employees from doing their best at work. Thus, hygiene factors are the surrounding factors that facilitate employees’ behavior.

Here are some of the examples of motivators and hygiene factor

There are 4 statistics that are involved here:

• High hygiene & high motivation It is an ideal situation any manager or supervisor would want to achieve. Here all the employees are happily motivated and have very few grievances.
• High hygiene & low motivation In this situation, employees have very few grievances but are also not highly motivated. A good example of this situation is that employees are paid well, but the work is not very interesting. Employees simply collect their pay cheques and leave.
• Low hygiene and high motivation Employees are highly motivated but also have numerous grievances, particularly when the work is extremely interesting, but the employees are not paid as per the market standard.
• Low hygiene & low motivation No point in guessing, it is obviously a pretty bad situation. Here neither the employees are motivated, nor the hygiene factors are in place.

Herzberg’s motivation theory can be used to improve employee motivation in the workplace by identifying and addressing the factors that drive or detract from motivation. To implement the theory:

• Primarily rectify and change bureaucratic company policies. Thus, make sure your Human Resources is in line with what other organizations offer, and they know the leadership’s expectations. Therefore, keeping both in mind, drafting policies that are a win-win for everyone.
• In addition, ensure your managers are also mentors and not just bosses. Each employee should be respected and supported.
• Organizational culture plays a very crucial role here.
• Make sure the compensation, perks, and bonuses are as per the market standards. Hence, if you don’t compensate your employees well, why would they show interest in taking any initiatives?
• Employees will be satisfied and find their jobs meaningful if their jobs are constructed well.
• Delegate your employees’ responsibilities, and make them feel valued. Respect their individuality, listen to their feedback seriously, and particularly take action wherever necessary.

To attain optimal levels of employee motivation, organizations should invest in creating a supportive and encouraging work culture and providing employees with the necessary resources and support. 

In the end, having motivated employees makes an organization more productive, efficient, and profitable. QuestionPro can help you in your employee motivation process. 

QuestionPro is a survey and data analytics tool that can assist organizations in increasing employee engagement by offering insights into their employees’ opinions and attitudes. QuestionPro may assist organizations by conducting employee surveys and getting feedback.

Organizations can create a more engaged and productive workforce by constantly measuring and improving employee motivation. Learn more about how to get ongoing feedback from your employees and start taking action to make a positive impact in your organization with QuestionPro Workforce .

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Employee motivation

Employee motivation can be defined as “influencing others in a specific way towards goals specifically stated by the motivator, conforming within organisational constraints” (MacKay, 2007, p.21) and the level of motivation of the workforce represents one of the most critical factors affecting organisational performance. One of the main reasons for increasing importance of motivation in the workplace relates to the role of human resources becoming greater in ensuring long-term growth for the business.

Employee motivation is an essential component of a successful business practice. No matter how appealing products and services a company is providing, how efficient are company’s business and marketing strategy and what size of budget does a company have to operate, low morale and lack of motivation in employees could be a major problem for companies who aim to make a profit in marketplace.

It has been argued that while each individual has a general idea of what motivation is, these ideas differ from each other. One of the most comprehensive definitions of the term motivation is offered by Business Dictionary (2012) as internal and external factors that stimulate desire and energy in individuals to be interested and committed to a position, role or subject in a continuous manner, and exhibit persistent effort in achieving a goal.

Alternatively, motivation can be defined as “a process of stimulating someone to adopt a desired course of action” (Kumar, 2008, p.12), and the level of employee motivation can be justly specified as one of the major factors contributing to overall organisational competitiveness

It has been also said that “all employees have unique needs that they seek to fulfil through their jobs. Organisations must devise a wide array of incentives to ensure that a broad spectrum of employee needs can be addressed in the work environment, thus increasing the likelihood of motivated employees” (Gitman and McDaniel, 2008, p.247)

It is much easier for small and medium size businesses to monitor the level of motivation in their employees and detect and take measures if the motivation in  workforce is low and it is causing problems. In global, multicultural companies, on the other hand, objectively assessing employee morale and level of motivation may present major challenges due to cultural and regional differences, not recognizing the problem due to lack of contact between senior level managers and floor staff and range of other factors.

Thomas (2009) associates changing nature of employee motivation with the rapid decline of bureaucracy and decrease of formal rules within organisations mainly during the last three decades. Moreover, Thomas (2009) divides motivational tools into two categories: tangible and intangible. Tangible motivational tools include physically tangible elements such as financial incentives, specific perks and company benefits, while intangible motivational tools can be formal or informal recognition of contribution thanks letters, parties etc.

Thomas (2009) convincingly argues that the choice between tangible and intangible motivational tools in any given situation depends on a range of factors such as industry, employee cultural background the level of education, etc. However, Thomas (2009) fails to illustrate the application of tangible and intangible motivational tools referring to real life business case studies, and this fact marks the main shortage of the author’s text.

The idea of institutionalising specific patterns of employee motivation practices within organisations has been enthusiastically put forward by Llopis (2012). Specifically, according to Llopis (2012) rather than being perceived as one time occasions, employee motivation practices need to be implemented in a regular manner on the basis of formulation of relevant programs.

The high quality of leadership has been identified by Lockley (2012) as the most basic factor impacting upon the level of employee motivation. According to Lockley (2012), if managers lack basic interpersonal and communication skills, their attempt to introduce various employee motivational programs and initiatives are destined for failure.

Gitman, LJ & McDaniel, C, 2008, The Future of Business: The Essentials, Cengage Learning

Kumar, S.A. (2008) “Entrepreneurship Development” New Age International

Llopis, G. (2012) “The Top 9 Things That Ultimately Motivate Employees to Achieve” Forbes, April 6, 2012

Lockley, M. (2012) “The Secret to Motivating a Team” The Guardian, January 6, 2012

MacKay, A. (2007) “Motivation Ability and Confidence Building in People” Taylor & Francis

Motivation (2012) Business Dictionary, Available at: http://www.businessdictionary.com/definition/motivation.html

Thomas, K.T. (2009) “Intrinsic Motivation at Work: What Really Drives Employee Engagement” 2 nd edition, Berrett-Koehler Store

Measuring Intrinsic Motivation: 24 Questionnaires & Scales

Extrinsic motivation, on the other hand, is the need to do something for external reasons, such as meeting a deadline or wanting approval.

Knowing how to identify intrinsic motivation can be very useful in the following contexts:

• Designing incentives to reward people, such as in the workplace or classroom
• Understanding how different incentives affect people differently
• Identifying candidates who are intrinsically motivated

In this post, we review various tools that you can use to measure intrinsic motivation.

Before you continue, we thought you might like to download our three Goal Achievement Exercises for free . These detailed, science-based exercises will help you or your clients create actionable goals and master techniques to create lasting behavior change.

This Article Contains:

Measuring intrinsic motivation: 8 useful tests & questionnaires, 5 helpful inventories & scales, 11 questions to ask your clients, positivepsychology.com’s relevant resources, a take-home message.

There are two general approaches to measuring intrinsic motivation (Harackiewicz, 1979).

In laboratory studies , intrinsic motivation is measured in task-specific ways. For example, Harackiewicz (1979) measured intrinsic motivation for puzzle solving in the laboratory. In the experiment, intrinsic motivation was inferred from:

• Self-report measures of enjoyment for the experiment task measured immediately after the task and then again one month later
• The time that participants dedicated to the task
• Participants’ willingness to return for subsequent experiment sessions
• The number of extra puzzles that participants asked to complete
• Participants immediately returning to a task even when there was no reward
• Participants offering to return to the laboratory for subsequent sessions

In field studies , measurements of intrinsic motivation are domain specific. For example, different tools are used when measuring motivation  in the classroom versus in industry.

Knowing that different studies use different measurements of intrinsic motivation, here is a list of resources curated from the literature.

Self-Regulation Questionnaires

Ryan and Connell (1989) detailed the development of various self-regulation questionnaires across various domains including academia, exercising, and learning.

Ryan and Connell (1989) posited a model to explain people’s perception of the origin of their motivation to perform certain tasks or behaviors, and arranged these motivational reasons (loci of control) on a continuum.

The types of possible motivational origins were:

• External reasons – for example, my boss wants it done
• Introjected reasons – for example, self-motivated  reasons that were related to self-esteem
• Identification reasons – for example, stemming from self-generated goals
• Intrinsic reasons – for example, tasks performed for pleasure

From numerous motivational interviews with key sample groups (e.g., teachers, students, and volunteers), Ryan and Connell (1989) developed a set of behaviors integral to each domain and an example of responses that matched each type of motivation.

For example, a behavior typical of a classroom setting is completing homework. For the question “Why do you complete your homework?” example responses include (Ryan & Connell, 1989, p. 752):

• Because I’ll get in trouble if I don’t (external motivation)
• Because I want the teacher to think I’m a good student (introjection motivation)
• Because I want to understand the subject (identification motivation)
• Because it’s fun (intrinsic motivation)

The developed questionnaires demonstrated good validity and correlated well with other tools that measured similar phenomena, such as scales of intrinsic and extrinsic motivation in academic domains.

Since then, many versions of the questionnaires have been developed:

• Academic Self-Regulation Questionnaire
• Prosocial Self-Regulation Questionnaire
• Treatment Self-Regulation Questionnaire
• Learning Self-Regulation Questionnaire
• Exercise Self-Regulation Questionnaire
• Religion Self-Regulation Questionnaire
• Friendship Self-Regulation Questionnaire

The questionnaires, instructions, and scoring manuals are available for free from the Center for Self Determination . You need to sign up as a member to access the materials, but membership is free.

Situational Motivation Scale

If you want to measure intrinsic as well as other forms of motivation posited by Deci and Ryan (1985), then consider using the Situational Motivation Scale.

Guay, Vallerand, and Blanchard (2000) developed the Situational Motivation Scale in response to the need for a standardized set of questions to measure motivation. At this stage, most studies observed how much time participants spent on a task or used self-report measures to measure intrinsic motivation.

At that time, the self-report measures typically used were ill suited to in-field studies or limited to only intrinsic motivation. The scale was measured in five experiments, and the authors found that the items in the scale reliably loaded onto four sub-domains: intrinsic motivation, identified regulation, external regulation, and amotivation. In total, there are 16 items, and the respondent indicates the degree to which they agree with each item on a scale from 1 to 7.

The full scale and the instructions for administration and scoring are listed in the original manuscript (Guay et al., 2000).

Intrinsic motivation inventories for the workplace

If your clients are employees, then you will find the Work Extrinsic and Intrinsic Motivation Scale (WEIMS; Tremblay, Blanchard, Taylor, Pelletier, & Villeneuve, 2009) useful.

The WEIMS was originally developed as L’Inventaire des Motivations au Travail de Blais (Blais, Brière, Lachance, Riddle, & Vallerand, 1993) and then translated from French into English. The WEIMS comprises 18 items, with an equal number of items dedicated to six sub-domains: intrinsic motivation, four different types of regulations, and amotivation.

Each item describes a particular behavior, and responses are made using a Likert scale from 1 to 7, where ‘1’ indicates that the behavior does not correspond at all, and ‘7’ shows that the behavior corresponds exactly.

Tremblay et al. (2009) tested and validated the scale in three studies and consistently found evidence of good psychometric properties across various types of industries such as healthcare, military, retail, and service.

The scale can be downloaded from ResearchGate .

A second useful scale is the Multidimensional Work Motivation Scale (Gagné et al., 2015).

From its original 55 items, the scale was tested and refined until only the highest factor loadings were retained, resulting in a 19-item scale.

One strength of this scale is that it has been tested and retested across various cultures and languages, including in China, France, Senegal, the United Kingdom, Switzerland, Norway, Indonesia, Canada, and Belgium.

The scale assesses six dimensions: amotivation, social extrinsic regulation, material extrinsic regulation, introjected regulation, identified regulation, and intrinsic motivation.

This scale is available in the original manuscript .

A third scale that measures workplace satisfaction and motivation is the Work-Related Flow inventory (WOLF; Bakker, 2008). This inventory is different from the previous inventories in that it measures ‘flow,’ an experience of deep engagement and enjoyment while performing a particular task (Csikszentmihalyi, 1997).

Flow is closely related to intrinsic motivation; in fact, intrinsic motivation is one of its defining characteristics. If a client doesn’t experience flow, they may not be intrinsically motivated to perform a particular task.

The WOLF inventory consists of 13 items, and five of them specifically measure intrinsic motivation. Clients are asked to indicate on a 7-point scale the frequency that they have experienced each item in the last two weeks.

By using a two-week period, it is possible to track your client’s intrinsic motivation over time and identify trends and patterns in their motivation and behavior.

The full scale is available in the original manuscript .

Measuring intrinsic motivation in the classroom

If you are interested in measuring intrinsic motivation in the classroom, then you can use the Scale of Intrinsic Versus Extrinsic Orientation in the Classroom (Harter, 1981).

In this scale, intrinsic and extrinsic motivation are considered opposite poles, which forms the underlying assumption of the five sub-domains measured. Specifically, the scale includes questions about:

• Motivation to learn, contrasting curiosity with satisfying the teacher
• Motivation to work , contrasting enjoyment with the need for good grades
• Work preference, contrasting difficult work with easy work
• Work style preference, contrasting working independently with working alongside a teacher
• Measures of success, contrasting internal measures of success with external measures of success

The scale was originally validated on third- through sixth-graders (Harter, 1981), but the revised tool can be administered to children between 8 and 18 years old.

The scale format has been designed to reduce socially desirable responses, a common concern when working with children. Respondents are presented with two contrasting descriptions of an example child and are asked (1) which description best resembles them, and (2) the degree of this resemblance. There are 30 items in the scale.

A second scale was constructed that teachers can use to evaluate children in their classroom, consisting of 10 items.

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Intrinsic motivation has typically been measured in two ways:

• Domain-specific questionnaires
• Task-specific measures

In domain-specific questionnaires , types of motivation are measured by questions that specifically ask about ‘why’ the respondent is performing a specific task. Responses that describe internal motivations, the absence of external pressure, and enjoyment indicate intrinsic motivation.

For example, when asked why they perform their homework, children who respond that the homework is fun show intrinsic motivation.

Knowing this, when speaking to your client, aim to determine the source of their motivation to perform certain tasks. We can infer evidence of intrinsic motivation from answers such as:

• “I enjoy x.”
• “I find x interesting.”
• “X is fun.”

The Center for Self Determination curated the different questions used in various experiments, available on their website . These questions were typically asked after participants completed the tasks of interest in the studies.

Using these questions as a guideline, here are some revised questions you can ask your client:

• How did you experience the task? Was the task fun, enjoyable, interesting, exciting, stimulating?
• Was the task boring?
• Was it easy to pay attention to the task? Did you find the task engaging?
• How did it feel to complete the task? Did it feel like it took long, or did the time fly by?

While talking to your client, look for evidence of metacognitive processes and experiences during the task. An example is your client describing that they remember thinking about how enjoyable the task was while performing it.

If your client is discussing an interaction with another person, then tailor your questions to ask about the interaction or the people with whom they interacted.

For example:

• How did you experience the interaction/person? Was the interaction/person fun, enjoyable, interesting, exciting, stimulating?
• Was the interaction/person boring?
• Was it easy to pay attention to the interaction/person? Did you find the interaction/person engaging?

Look for evidence of motivation and excitement after the interaction. For example, did your client feel ‘inspired’ to do something afterward?

17 Tools To Increase Motivation and Goal Achievement

These 17 Motivation & Goal Achievement Exercises [PDF] contain all you need to help others set meaningful goals, increase self-drive, and experience greater accomplishment and life satisfaction.

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Throughout this post, we’ve discussed the importance of creating actionable goals and using intrinsic motivational techniques to create lasting behavior change. To this end, we invite you to check out our free Goal Achievement Exercises Pack .

This pack features three of our top tools from the Positive Psychology Toolkit© , all of which center on the themes of motivation and goal achievement:

• Advanced Goal Analysis This exercise teaches clients the many different ways goals may be structured and invites them to examine their own goal formulations. By carrying out this detailed analysis, clients can consider how they might reformulate less effective goals to support their successful attainment.
• Goal Visualization This visualization invites clients to identify a personal goal they’d like to accomplish and imagine the emotions and actions involved in achieving it over the course of one year. By doing this, clients can increase their expectations of success, enhance motivation, and initiate planning and problem-solving actions in the present.
• Realizing Long-Lasting Change By Setting Process Goals This intervention teaches different approaches to habit-formation that support long-lasting change and goal achievement. In it, clients identify one goal they’d like to accomplish and develop a habit creation plan to guide sustainable efforts toward this goal.

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Additionally, if you’re looking for more science-based ways to help others reach their goals, check out our 17 Motivation & Goal-Achievement Exercises. This collection contains 17 validated motivation & goals-achievement tools for practitioners that you can use to help others turn their dreams into reality by applying the latest science-based behavioral change techniques.

Intrinsic motivation is defined by enjoying a task and feeling stimulated, with an internal motivation to complete the job at hand. These are the golden threads that connect these inventories.

The difficulty with simply asking your client to reflect on ‘why’ they are performing a particular task is that their reasons may seem internal to them .

Therefore, inventories that measure different types of motivations shed more light on what is driving your client’s decision making. Using the results of the inventory, you and your client can further explore their motivations, decision making, and behavior, and tackle any unhealthy influences.

Recognize that there may be many reasons why clients may not feel intrinsically motivated about particular tasks. For example, stressful deadlines, toxic work environments, or too much work can all contribute to clients feeling unmotivated. Use the results from the inventories to explore your client’s feelings and identify obstacles that can be removed or improved.

Hopefully, after gaining insight into their current life circumstances and motivations, you can help your client foster an internal love for things that are important to them.

We hope you enjoyed reading this article. Don’t forget to download our three Goal Achievement Exercises for free .

• Bakker, A. B. (2008). The Work-Related Flow Inventory: Construction and initial validation of the WOLF. Journal of Vocational Behavior , 72 (3), 400–414.
• Blais, M. R., Brière, N. M., Lachance, L., Riddle, A. S., & Vallerand, R. J. (1993). L’Inventaire des Motivations au Travail de Blais [The Blais Inventory of Work Motivation] . Revue Québécoise de Psychologie , 14 (3), 185–215.
• Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life . Hachette UK.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
• Gagné, M., Forest, J., Vansteenkiste, M., Crevier-Braud, L., Van den Broeck, A., Aspeli, A. K., … Westbye, C. (2015). The Multidimensional Work Motivation Scale: Validation evidence in seven languages and nine countries. European Journal of Work and Organizational Psychology , 24 (2), 178–196.
• Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion , 24 (3), 175–213.
• Harackiewicz, J. M. (1979). The effects of reward contingency and performance feedback on intrinsic motivation. Journal of Personality and Social Psychology , 37 (8), 1352–1363.
• Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology , 17 (3), 300–312.
• Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology , 57 (5), 749–761.
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology , 25 (1), 54–67.
• Tremblay, M. A., Blanchard, C. M., Taylor, S., Pelletier, L. G., & Villeneuve, M. (2009). Work Extrinsic and Intrinsic Motivation Scale: Its value for organizational psychology research. Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement , 41 (4), 213–226.

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What our readers think.

I have started feeling extra motivation when I utilized a scheduling method. Try to write every hour of yours down, every task. That helps to be very focused and disciplined. I absolutely love an app called Bordio for that, it helps me to stay productive all the time.

Hi! Thank you very much for your article! It is really useful and insightful! Would you know by any chance of a scale specifically designed for students at the University? I am conducting a research with that public more specifically students learning a foreign language. Thank you in advance and thank again for your amazing work! Esteban

Hi Esteban,

thank you for your feedback! To help you out further, could you specify what you would like to study? Intrinsic motivation in general or a specific domain, such as self-regulation?

Looking forward to your answer 🙂

Kind regards, Julia | Community Manager

Greetings! Thank you for providing us such informative article that we can use as a basis. However, I would like to know if you possibly know such scale instrument that will measure motivation in general —life and motivation. Thank you and best regards!

I have found a scale that might be of interest to you: The Global Motivation Scale . This comprehensive scale assesses multiple dimensions of motivation, including intrinsic and extrinsic motivation, as well as motivation.

I hope this information is useful! Kind regards, Julia | Community Manager

Thank you for important articles like this! If I may ask, what motivation instrument do you suggest I can use that would fall under qualitative research? My proposed dissertation’s broad topic is on teacher motivation that will utilize phenomenology. Any suggestions for instruments to qualitatively measure the level of teacher motivation are sincerely appreciated.

Many thanks for considering my request.

Sounds like interesting research you’re doing! Could you tell me a little more about the specific relationships you will be exploring? E.g., will you be exploring specific antecedents of teacher motivation or outcomes? Let me know, and I may be able to point you toward a thesis or study with an interview schedule you could draw from 🙂

– Nicole | Community Manager

This article was useful; however, you did not list your references even though you did in-text cite them. You stated at the beginning they were contained, but with your in-text work it was relatively easy to tract them down. Good to see the ones I checked were peer reviewed. Nice job and thank you Dr. Nortje.

Hi Dr Nortje,

If you scroll to the very end of the article, you will find a button that you can click to reveal the reference list.

Hope this helps!

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Blog Employee Experience

Employee Motivation Questionnaire: 20+ Questions and Free Template

Parvathi vijayamohan.

24 April 2024

Table Of Contents

• Employee Motivation Questionnaire: Top 24 Questions
• Internal factors: Employee motivation questions
• External factors: Employee motivation questions

What’s the point of an  employee motivation questionnaire ?

Well, wouldn’t it be great if motivation was a mental button that we could switch on or off at will? But it doesn’t come that easy. Even the most driven of us can sometimes feel like our motivation has gone on an unapproved vacation.

But when entire teams stop caring about their work, it shows. Employee motivation surveys are a helpful tool to find out the reasons why your employees are losing steam at work . And more importantly, do something about it.

• Employee motivation questions: Internal factors
• Employee motivation questions: External factors

Employee Motivation Questionnaire: Top 24 Questions + Free Template

We have three goals for the employee motivation questionnaire.

• Measure the employees’ interest toward their work.
• Discover the factors that are affecting their work performance.
• Use this feedback to move toward your end goal – a lively work environment with happier teams and improved morale.

Now, let’s dive into the items that make up the employee motivation questionnaire format. First, we will break down the questions by the two types of motivation that they measure.

• Internal motivation
• External motivation

Here’s an employee motivation template created using ThriveSparrow . You can customize it the way you like.

ThriveSparrow also lets you dive deep into the reports section and lets you understand which departments are most motivated and which aren’t.

This lets you extract meaningful insights from your employee motivation survey and drive positive organizational changes.

Sign up below to get started for free! 

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Now, let’s go through the questions you need to consider when crafting your motivation survey for employees.

Employee motivation questionnaire – Internal motivators

• What do you do in the workplace/What is your role?
• How many years have you been working in this industry?
• You’re doing a fantastic job! But, are you happy with what you do?
• On a scale of 1-5, how excited are you usually to go to work?
• What’s your biggest challenge with motivation in the workplace?
• On a scale of 1-5, how strongly does your motivation level affect your performance?
• How would you rate the current motivation program in Wayne Enterprises?
• What thing would motivate you to be more productive? A new coffee machine, 4-day workweek – feel free to speak your mind!
• Are you motivated by Wayne Enterprises’s vision and mission?
• What is your prime motivator at work right now?
• How likely are you to recommend Wayne Enterprises as a place to work?
• Rate your agreement with the following statements :
• I feel driven to do my best each day.
• I’m motivated to go the extra mile on my projects.
• My job is interesting and challenging.
• I get opportunities to develop new skills.
• I feel that I’m contributing to the overall goals of my company.
• My manager/lead has shown sincere interest in my career goals.
• I feel that my work is seen and appreciated within my team/company.
• The recognition I receive from my direct manager/lead/coworkers motivates me to do my best.
• My direct manager entrusts me with a high level of responsibility.

Employee motivation questionnaire – External motivators

• Do seniors and colleagues appreciate you for your work?
• Do you think your current role lets you grow and develop new skills?
• Rate your level of satisfaction with the work culture of Wayne Enterprises.
• What type of incentives motivates you more?
• How far are you satisfied with the incentives provided by Wayne Enterprises?
• Are you happy with the management style of your leader?
• Do you feel that the leadership sufficiently motivates you?
• Do you think your views and opinions are considered when making a decision that could affect the team?
• Are you encouraged to develop new and better ways of doing things?
• Have you been promoted at work in the last six months?
• Have you been nominated for training development programs for the previous six months?
• Please rank the following workplace factors based on how important they are to you .
• Job security
• Growth opportunities
• Favorable working conditions
• Interesting work
• Loyalty to employees
• Constructive management
• Organizational appreciation for work done
• Understanding/helping with personal issues
• Being involved in things

What is the purpose of employee motivation?

With an employee motivation questionnaire, companies can:

• Take regular employee pulse checks to see what’s working and not.
• Get ideas and suggestions to: change behavior, develop competencies, be creative, set goals, grow interests, make plans, develop talents, and boost engagement.
• Manage the level and intensity of motivation – particularly in a sphere where most of the staff are working remotely or hybrid.
• Nail the staff motivation strategies that increase employee engagement and retention.
• Drive better outcomes with motivated employees – revenue growth, happier clients, better partnerships, and so on.

What are the top 10 motivators for employees?

Earlier, studies pinpointed five primary motivators for employees. They are:

• Challenging or interesting work
• Work recognition
• Employee involvement
• Compensation+ incentives

To that, recent studies have added five more:

• Being in the know about company matters
• A supportive attitude from the management
• Career advancement opportunities
• Working conditions
• Constructive on-the-job feedback

The last point is the most vital. On-the-job feedback can help you act on all of these points, from working conditions to incentive schemes. Employee feedback software like SurveySparrow helps you with this by tracking the employee pulse, analyzing the data and letting you act before it’s too late.

How do you motivate an unmotivated employee?

You don’t have to see demotivated employees as a lost cause! Instead, here are some actions you can take to tackle the issue:

• Just ask what the problem is. Sometimes, it takes a face-to-face conversation to get to the root cause. E.g., frustration at not being able to tackle a pet project, or an inability to meet deadlines due to unplanned tasks.
• Make sure your employee knows the ‘why’ of their work . Let them know that their work is contributing to the bigger picture.
• Set clear goals, and give the employee the tools to work towards them . That can include access to resources, career development programs, bonuses, etc.
• Communicate about what’s going on  at the company with  remote work surveys . One of the challenges of going remote is the lack of organic, free-flowing work chatter. So sometimes, a remote employee’s understanding of their work situation may not match reality.
• Take a good, long look at your compensation and incentive schemes . Are they sufficient to motivate staff?For example, does it make sense to have a free lunch scheme for remote employees?
• Don’t let good deeds go unpublished . Here are  pointers for setting up a budget-friendly employee recognition scheme .

Wrapping Up

That’s all, folks! In this article, we’ve talked about the top 24 questions that make up an employee motivation questionnaire, and how a timely survey on employee motivation can help you build a happier, more productive workforce.

Think of your company as an orchard, and motivation as one of the fertilizers. You need to keep adding it, even when the impact is not immediately obvious. The net result are long-term gains in client and employee growth.

Growth Marketer at SurveySparrow

Fledgling growth marketer. Cloud watcher. Aunty to a naughty beagle.

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6 Common Leadership Styles — and How to Decide Which to Use When

• Rebecca Knight

Being a great leader means recognizing that different circumstances call for different approaches.

Research suggests that the most effective leaders adapt their style to different circumstances — be it a change in setting, a shift in organizational dynamics, or a turn in the business cycle. But what if you feel like you’re not equipped to take on a new and different leadership style — let alone more than one? In this article, the author outlines the six leadership styles Daniel Goleman first introduced in his 2000 HBR article, “Leadership That Gets Results,” and explains when to use each one. The good news is that personality is not destiny. Even if you’re naturally introverted or you tend to be driven by data and analysis rather than emotion, you can still learn how to adapt different leadership styles to organize, motivate, and direct your team.

Much has been written about common leadership styles and how to identify the right style for you, whether it’s transactional or transformational, bureaucratic or laissez-faire. But according to Daniel Goleman, a psychologist best known for his work on emotional intelligence, “Being a great leader means recognizing that different circumstances may call for different approaches.”

• RK Rebecca Knight is a journalist who writes about all things related to the changing nature of careers and the workplace. Her essays and reported stories have been featured in The Boston Globe, Business Insider, The New York Times, BBC, and The Christian Science Monitor. She was shortlisted as a Reuters Institute Fellow at Oxford University in 2023. Earlier in her career, she spent a decade as an editor and reporter at the Financial Times in New York, London, and Boston.

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