Pathways to Innovative Performance: Linking Extrinsic Motivation, Culture, and Job Satisfaction

Abstract

Improving innovative performance among teachers is important for educational quality and for addressing environmental issues in schools. This study examines the influence of extrinsic motivation and organizational culture on teachers’ innovative performance in Tabuk, Kingdom of Saudi Arabia. It also measures the mediating position of job satisfaction. Social Exchange Theory is the basis of the study. It also suggests that when teachers are given reasonable rewards, and work in a conducive and a responsible school culture, they become more contented with their employment. A quantitative cross-sectional design was used. Data were collected from 391 school teachers through structured questionnaires. Simple random sampling was applied to select the respondents. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that extrinsic motivation and organizational culture significantly and positively influence teachers’ innovative performance. Job satisfaction partially mediates these relationships. The research is significant because it incorporates motivational, cultural and environmental factors in the educational aspect. In practice, the school management is to reinforce the reward systems and promote the favorable work environment in order to increase the satisfaction of the teachers and their innovative work. The research recommends that larger samples and other variables organizational in nature should be considered in future studies in order to enhance generalizability.