This paper presents a literature review on the motivation of teachers in private kindergartens. It examines the definition and components of motivation, distinguishes between private and public school teaching environments, and explores how job satisfaction connects to teacher performance. Drawing on multiple studies and theoretical frameworks — including Herzberg's two-factor theory and case studies using the Experience Sampling Method — the paper identifies key motivational factors such as salary, recognition, rewards, effective supervision, and opportunities for professional growth. The review concludes that job satisfaction and motivation are deeply intertwined, and that further research is needed to better understand the distinct motivational needs of private-sector kindergarten teachers.
The paper demonstrates effective synthesis in a literature review: rather than summarizing sources one by one in isolation, it groups them thematically — definitions, structural differences, job satisfaction theory, motivational factors — and draws connections across sources to build a cumulative argument. The use of a case study section following theoretical discussion is a strong structural choice that grounds abstract claims in observed data.
The paper opens with definitional groundwork on motivation, then contextualizes private kindergartens within the broader private/public school distinction. It moves into job satisfaction theory, explores both pecuniary and non-pecuniary motivational factors, and examines rewards, recognition, and supervision in detail. Two case studies provide empirical support before the paper closes with a critical analysis and a summary of implications for future research.
Motivation is defined as "the act or an instance of motivating, or providing with a reason to act in a certain way," the "state or condition of being motivated," or "something that motivates" (Dictionary.com, 2012). Cherry (n.d.) states that motivation can be defined as "the process that initiates, guides, and maintains goal-oriented behaviors. Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge" (p. 1). Motivation is reported as involving the "biological, emotional, social, and cognitive forces that activate behavior" (Cherry, n.d., p. 1).
Alt and Peter (2002), in their work entitled "Private Schools: A Brief Portrait," report that private schools are those owned and governed by entities independent of any government — typically religious bodies or independent boards of trustees. Private schools also receive funding primarily from nonpublic sources: tuition payments and often other private sources, such as foundations, religious bodies, alumni, or other private donors. In contrast, state and local education agencies (districts) and publicly elected or appointed school boards govern public schools (p. 1).
Kyriakou (2012) compares private and public school teaching based on a number of variables, such as educational standards, teacher training, and funding. Public schools from K–12 generally follow standards set by local, state, and federal governments and rely on those governments for funding. Private schools, on the other hand, set their own educational standards and are funded by tuition, alumni, grants, and endowments. In terms of teacher training, public schools require educators to complete an accredited, state credentialing program, while private schools may or may not require credentials and set their own teacher qualifications (Kyriakou, 2012, p. 1).
Kindergarten teachers, similar to preschool teachers, work with young children. Some of these children have attended preschool and have already learned what it is like to spend time in a classroom. For others, kindergarten is their first real experience with school. That means teachers must be prepared to work with children who have different levels of knowledge and social skills. Children who are shy or afraid require more of a teacher's time until they become comfortable around others (CTI, n.d.). Kindergarten teacher Elaine Kuegler cites her largest challenge as helping "her students excel in tasks they feel they cannot do, as well as the tasks they enjoy," and notes how difficult it is to "keep the advanced students busy and interested while she helps others learn basic math and reading skills" (CTI, n.d.).
Ololube (n.d.) notes that the "relevance of job satisfaction and motivation are very crucial to the long-term growth of any educational system around the world. They probably rank alongside professional knowledge and skills, core competencies, educational resources, and strategies as the veritable determinants of educational success and performance" (p. 1).
Shah et al. (2012), in their work "Job Satisfaction and Motivation of Teachers in Public Educational Institutions," report that job satisfaction "refers to the individual matching of personal needs to the perceived potential of the occupation for satisfying those needs" (p. 272). They further state: "Job satisfaction is the extent to which an employee feels positively or negatively about different aspects of a job — e.g., job conditions, timing, structure, compensation, tasks, and relationships with co-workers and responsibilities (Omme et al., 2009; Spector, 1997; Williams, 2004). Employee satisfaction results in a pleasant environment in an organization (Khan et al., 2011). Pay is thought to be a key factor behind job satisfaction, alongside promotion, recognition, job involvement, and commitment. Job satisfaction is a feeling an employee has about his or her job (Kamal & Hanif, 2009)."
Khan (n.d.) reports that teacher motivation is "determined by both pecuniary and non-pecuniary factors. Pay levels and other material benefits must be sufficient to meet basic human needs (food, clothing, housing, transportation, healthcare, education, and training). However, overall job satisfaction among teachers is also strongly determined by higher-order emotional and social needs, most notably professional self-esteem, job security, interpersonal relations at work (between teachers, education managers, pupils, and parents/committees), opportunities for career progression, the working environment, the workload, and productivity/learning outcomes" (Khan, n.d.). An additional factor cited is the level of accountability of teachers to their school managers, pupils, parents, and the wider community (Khan, n.d.).
Outcomes of low motivation among teachers include high absenteeism and poor teaching quality. High attrition is reported among teachers in the private sector, while among public-sector teachers there is reported to be "high absenteeism due to weak accountability systems" (Khan, n.d.).
A case study involving a four-member research team examining motivation and incentives for teachers in public and private schools identified competence, motivation, and opportunity as the three core areas that impact teacher performance. Four spheres of interaction were identified: the teacher, the school, local management, and policy (Khan, n.d.). The study found that key motivational factors include "recruitment, postings, transfers, and promotions," and that the prime cause of teacher de-motivation is an inadequate salary (Khan, n.d.).
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