Investigating the Mediating Role of Job Commitment and Job Satisfaction in the Relationship Between Social Support and Job Motivation Among English Language Teachers

The motivation of English language teachers (ELTs) plays a critical role in educational success and the effective teaching of English Language Learners (ELLs). Understanding the factors that influence teacher motivation is therefore essential for educational improvement. This study investigates the complex interplay among social support, job satisfaction, job commitment, and job motivation among ELTs, with a particular focus on elucidating the mediating role of job satisfaction and job commitment. Despite its significance, this nexus has been largely overlooked in existing research, prompting the need for a comprehensive investigation. Data collection took place in 2023, encompassing 327 ELTs, selected by utilising Morgan's table for sample size determination. A quantitative research design, including the social support questionnaire, job motivation questionnaire, job satisfaction questionnaire, and job commitment questionnaire were utilised to measure relevant constructs. Statistical analyses, conducted using SPSS 25 and AMOS 24, aimed to comprehensively evaluate the nuanced relationships between these variables. The findings offer compelling insights into the mediating role of job satisfaction and job commitment in the relationship between social support and job motivation among ELTs. Creating a supportive work environment significantly enhances job satisfaction and job commitment, thereby strengthening job motivation. These findings have significant implications for educational institutions and administrators, providing actionable insights to tailor strategies and interventions aimed at nurturing social support, job satisfaction, and job commitment among ELTs.