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The COVID-19 pandemic has accelerated digitalization in various work environments, including the education sector, leading to increased teacher stress levels and negative impacts on well-being. Despite the importance of teachers' well-being, there is a lack of understanding of the factors contributing to their motivation and performance. This study aimed to investigate the impact of meaning in life on teachers' work performance by examining the mediating role of intrinsic and extrinsic motivation. To evaluate the hypothesis, a sample of 1114 teachers from Ecuador participated in this study, they completed self-reported questionnaires, and provided data for the structural equation model (SEM) analysis. The results indicate that teachers with presence´s high levels in the meaning of life show greater intrinsic motivation, which positively influences the effort and quality of their work. Additionally, teachers with search´s high levels in the meaning in life show higher extrinsic motivation, which also positively influences the effort and quality of their work. These findings offer insights for improving compensation policies in the education sector, highlighting the importance of fostering meaning in life among teachers to enhance their workplace performance.
Medina et al. (Wed,) studied this question.