Teachers' motivation for different tasks: An analysis based on self-determination theory

Teacher motivation is a key factor in educational quality, yet it has typically been assessed globally, without distinguishing between the specific tasks teachers perform on a daily basis. This study examines the type of motivation—intrinsic, identified, introjected, external, and amotivation—experienced by early childhood, primary, and secondary school teachers across six usual tasks: lesson preparation, teaching, student assessment, classroom management, administrative tasks, and complementary tasks. The Spanish version of the Work Tasks Motivation Scale for Teachers (WTMST), based on Self-Determination Theory, was administered to a sample of 369 teachers from various educational stages and school types. Results showed that intrinsic motivation and identified regulation are highest for teaching and lesson preparation, whereas classroom management and administrative tasks show the greatest levels of amotivation and external regulation. Significant differences were found according to age, educational level, school type, and academic qualification. The findings of this study enable the identification of priority areas targeted professional development interventions aimed at improving teacher well-being and motivation, with direct implications for student learning outcomes.