The Relationship between work motivation, Job Satisfaction, and Professional Ethics with Teachers' Professional Competence: The Moderating Role of Conscientiousness

Abstract

This study investigated the relationship between work motivation, job satisfaction, and professional ethics with the teachers^’ professional competence, focusing on the moderating role of conscientiousness. Conducted as a descriptive-correlational study, it involved 250 teachers in Baghdad during the 2023-2024 academic year, selected via convenience sampling. Data were collected using the Gagné et al. (2015) work motivation questionnaire, Smith et al. (1969) job satisfaction questionnaire, Hackman (2011) professional ethics questionnaire, Molaeinejad (2011), professional competence questionnaire, and 12 conscientiousness items from McCrae and Costa (1992). Structural equation modeling was performed using SPSS-26 and smart PLS, revealing a well-fitting model. Results confirmed direct effects of work motivation, job satisfaction, and professional ethics on professional competence, with conscientiousness moderating the relationships involving job satisfaction and professional ethics. These factors interdependently enhance early childhood education quality, necessitating simultaneous focus on boosting motivation, competencies, ethics, and duty.