The Relationship Between Motivation, Job Satisfaction and Psychological Well-Being among Special Needs Teachers in Johor

Abstract

Education is a process and opportunity for students to learn and reap new knowledge. Having an adequate amount of education can help a young student to achieve their ambitions, get a successful career and have high social status. However, special needs education has broader scope, and it does not only focus on taking care of the physical disabilities of the children. It also includes focusing on the children’s academic learning, development from dependence to independent stage and also better social interaction skills throughout their life. All special need teachers deserve to feel comfortable, satisfied and happy with their job. There are many factors that can contribute to job satisfaction, psychological well-being and motivation. Five objectives were created to identify the relationship between motivation, psychological well-being and job satisfaction. Descriptive Statistic had been used to identify the level of each variable for the special needs teacher in Johor while Inferential Statistic like Wilcoxon and Kruskal-Wallis H had been applied to determine which motivation factor (extrinsic-intrinsic) influence special needs teachers the most and is there relationship between all three variables. Finally, it is found that the level of motivation, psychological well-being and job satisfaction is high among the special needs teachers. Also, extrinsic factor is given more importance than intrinsic factor and lastly, it is proven that there is no significant difference in all three variables among special needs teachers