Abstract

Introduction

Education is universally recognized as the cornerstone of sustainable development and societal progress, playing a pivotal role in shaping a nation's future by cultivating its human capital. Teachers are the central agents in this complex system, and their effectiveness is profoundly influenced by their professional well-being, specifically their quality of work life (QWL) and job satisfaction (Khabiri, 2021). QWL encompasses a holistic range of factors including fair compensation, safe working conditions, opportunities for growth, and a supportive social environment, all of which significantly impact an employee's overall attitude and health (Aruldoss, Kowalski & Parayitam, 2021; Sajjadi, 2024). Concurrently, job satisfaction—a positive emotional state stemming from one's job appraisal—is a multidimensional concept critically linked to reduced turnover, increased organizational commitment, and enhanced performance (Spector, 2022; Katebi et al., 2022).

To foster these outcomes, motivational incentives are essential. These are categorized into financial incentives, such as salaries and bonuses, and non-financial, spiritual incentives, which include recognition, professional development, and a positive work climate (Manjenje & Muhanga, 2021). Research confirms that financial incentives effectively boost motivation and engagement (Piri, Rahdar & Zademir, 2024), while non-financial incentives strengthen organizational commitment and QWL by fostering a sense of value and meaningful work (Parsai & Turkiantabar, 2022). A synergistic combination of both types of incentives is reported to have the most substantial impact on teacher performance (Hassanzadeh, 2021). Despite this understanding, there is a notable scarcity of comprehensive studies that simultaneously examine the combined role of material and spiritual incentives in enhancing both QWL and job satisfaction among teachers in Tehran. Addressing this gap is urgent, as inadequate QWL indicators, such as high workload and insufficient pay, threaten the educational system's human capital and, consequently, the quality of education for future generations (Tabesh, Amiri & Mozaffari, 2022). This study is therefore designed to investigate the role of these dual-faceted incentives in enhancing the professional well-being of teachers in Tehran.

Method

This descriptive regression study examined the relationship between motivational incentives, quality of work life, and job satisfaction among elementary school teachers in Tehran's District 16 during the 2023-2024 academic year. The sample was selected using convenience sampling. Based on Plont's formula (Tabachnick & Fidell, 2007; Hashemi & Khanzadi, 2013), 200 teachers were initially recruited. After excluding 13 participants due to incomplete questionnaires, the final sample consisted of 187 teachers (75 male, 112 female). Inclusion criteria were written informed consent, age over 25, minimum 5 years of teaching experience, and no psychological or pharmacological treatment for at least one year prior to the study.

Following coordination with the Department of Education, researchers visited twenty schools, explained the study's purpose to administrators, and obtained informed consent from eligible participants. Data were collected using the Quality of Work Life Scale (QWLS), Minnesota Satisfaction Questionnaire (MSS), and Motivational Incentives Scale (MIS). The collected data were analyzed using SPSS-26, employing both descriptive and inferential statistics, including regression analysis, to investigate the relationships between the variables.

Findings

Demographic results indicated that 40.1% (n=75) of participants were male and 59.9% (n=112) female. Regarding education, 72.1% (n=135) held an associate or bachelor's degree, while 27.8% (n=52) possessed a master's degree or higher. Age distribution showed 52.9% (n=99) were under 30, 27.3% (n=51) were between 30-40, and 19.8% (n=37) were over 40.

Preliminary analyses confirmed all assumptions for regression analysis. The skewness and kurtosis values for all variables fell within the acceptable range of ±2, indicating normal distribution. The Durbin-Watson statistic of 2.01 suggested independence of errors. Multicollinearity assessments showed tolerance values were not close to zero and all Variance Inflation Factor (VIF) values were below 5 (max=1.08), confirming the absence of multicollinearity. Levene's test results (p>0.05) supported homogeneity of variances.

Regression analysis revealed that motivational incentives significantly predicted quality of work life (QWL). The model explained 48% of the variance in QWL (R²=0.48). Bootstrapping analysis (p<0.01) confirmed the significance of this relationship. Both material (β=0.67) and spiritual (β=0.50) incentives were positive predictors of QWL.

Similarly, for job satisfaction, the regression model accounted for 57% of the variance (R²=0.57). The bootstrapping test (p<0.01) verified the model's significance. Both material (β=0.75) and spiritual (β=0.61) incentives emerged as significant positive predictors of job satisfaction, with material incentives showing a relatively stronger effect.

Discussion and Conclusion

This study aimed to investigate the role of motivational incentives (material and spiritual) on the quality of work life and job satisfaction of teachers in Tehran. The findings demonstrated that both material and spiritual incentives significantly predict both quality of work life (QWL) and job satisfaction, confirming previous research (e.g., Moradi, 2023; Parsai & Turkiantabar, 2022).

These results can be effectively interpreted through established theoretical frameworks. Maslow's (1943) hierarchy of needs explains how material incentives, such as adequate salary and job security, fulfill lower-level physiological and safety needs, which is a prerequisite for higher-level well-being in the current economic climate (Xiaoqian & Sermsri, 2025). Conversely, spiritual incentives, like recognition and participation in decision-making, address higher-level needs for esteem and self-actualization. Herzberg's (1964) Two-Factor Theory further elucidates this, positioning material incentives as hygiene factors that prevent dissatisfaction and spiritual incentives as true motivators that engender satisfaction. Furthermore, Blau's (2017) social exchange theory provides a mechanism: when the organization provides fair incentives, teachers reciprocate with higher commitment and satisfaction (Cheng & Chi, 2024).

The combined effect of these incentives fosters perceived organizational justice—both distributive (material) and interactional (spiritual)—which enhances professional engagement and counters burnout (Skaalvik & Skaalvik, 2023). Material incentives reduce financial stress, allowing teachers to focus on their work, while spiritual incentives satisfy intrinsic psychological needs for competence and autonomy (Deci & Ryan, 2000), creating an overall sense of being valued and secure.

In conclusion, a comprehensive motivational program for teachers must simultaneously strengthen both material and spiritual incentives to sustainably enhance their QWL and job satisfaction. A key limitation of this study is its focus on Tehran teachers and use of convenience sampling, which cautions against over-generalization. Future longitudinal research across different regions in Iran is recommended, alongside investigating mediating variables like psychological capital. Practically, these findings can inform educational policymakers in designing equitable payment systems and supportive packages, guide school principals in fostering a positive work climate, and aid curriculum planners in developing relevant professional development programs for teachers.