A THEORETICAL FRAMEWORK OF TEACHER MOTIVATION AND JOB SATISFACTION IN HIGHER VOCATIONAL EDUCATION: A CRITICAL LITERATURE REVIEW

Abstract

Teacher motivation and job satisfaction are critical determinants of institutional sustainability in higher vocational education, particularly amid industrial upgrading and digital transformation. This article conducts a systematic and critical review of existing literature on teacher motivation and job satisfaction in vocational education contexts, with the aim of identifying theoretical fragmentation and empirical gaps. Drawing on Self-Determination Theory, Herzberg’s Two-Factor Theory, and the Job Demands–Resources model, the review reveals that prior studies often treat job satisfaction unidimensionally and lack integration of psychological, organizational, and technological factors. Based on these findings, the paper proposes a multidimensional theoretical framework in which job satisfaction is reconceptualized as a five-dimensional outcome embedded within institutional governance conditions. The framework integrates four interconnected domains: (1) psychological and motivational drivers, (2) compensation and welfare systems, (3) leadership and organizational culture, and (4) technological adaptation and digital integration. The study offers a context-sensitive model tailored to vocational education reform and provides directions for future empirical validation.