Motivation, as a fundamental psychological process that drives, directs, and sustains individuals’ behavior, is a critical concept in understanding human behavior across many areas, from learning to job performance. The existing literature (Ryan and Deci, 2020; Yang, 2021; Mardanov, 2021; Akosile and Ekemen, 2022; Niemiec, 2024; Chiang, 2025) highlights the significant influence of both intrinsic and extrinsic motivation on personal satisfaction, individual growth, and self-determination, positioning motivation as a key determinant of human behavior and effort. However, more comprehensive and in-depth research is needed to fully illuminate the role of motivation in teachers’ individual achievement, goal attainment, and personal development, and its broader implications.

Motivational dynamics are thought to be closely related to various psychological constructs, particularly teachers’ emotional intelligence and life satisfaction. Research shows that these structures interact with each other and play an important role in understanding the complexity of human psychology (Ain et al., 2021; Helmi, 2021; Rogowska and Meres, 2022; Vilca-Pareja et al., 2022; Feraco et al., 2023). For example, emotional intelligence has the potential to shape both intrinsic and extrinsic motivations of individuals, which contributes significantly to their life satisfaction (Schutte et al., 2001; Extremera et al., 2011). However, the mechanisms of this complex relationship between EI, LS and M are still not fully understood and have not been sufficiently investigated. In parallel with this need, a more comprehensive theoretical and empirical examination of the interactions between these constructs is required to address the limitations of existing research and to better understand how motivational dynamics relate to emotional intelligence and life satisfaction. Accordingly, the aim of this study is to investigate the complex relationships between emotional intelligence, life satisfaction, and motivation, and to clarify how these reciprocal relationships affect teachers’ individual success and overall well-being.

This study is based on a cross-sectional research design aiming to examine the complex relationships among M, EI and LS among teachers in Türkiye. The research model provides a framework used to understand and analyze these relationships. In this section, further details will be provided to explain the methods used for data collection and analysis in order to support the study’s objectives and hypotheses.

The findings of this research are given below. In the measurement model, the relationships between latent variables are presented in Figure 2.

When examining the measurement model presented in Figure 2, error covariances have been added between the items z1 and z2, z5 and z6, and m1 and m2 due to the relatedness of errors of these items. The measurement model demonstrates that there is a significant relationship between the research variables. Upon reviewing the generated fit indices, it is observed that they are at a good and acceptable level (χ² = 572.74, df = 240, χ² / df = 2.38, p = 0.00, GFI = 0.85, IFI = 0.91, TLI = 0.90, CFI = 0.91, RMSEA = 0.07).

Covariances added between latent variables in the measurement model have been removed. Considering the hypotheses in this research, unidirectional paths have been added to the latent variables. It has been observed that the unidirectional arrows added in the proposed structural model have significant path coefficients. Therefore, no paths have been removed from the structural model (Figure 3).

When examining the fit indices generated in the structural model, it is observed that the data from the research is in an acceptable and good fit with the structural model (χ² = 572.74, df = 240, χ² / df = 2.38, p = 0.00, GFI = 0.85, IFI = 0.91, TLI = 0.90, CFI = 0.91, RMSEA = 0.07).

The emotional intelligence (EI) levels of teachers positively influence their motivation (M; ß = 0.43, p < 0.01) and life satisfaction (LS; ß = 0.35, p < 0.01). Motivation, in turn, positively affects life satisfaction (ß = 0.34, p < 0.01). With the addition of the motivation variable to the model, the effect of emotional intelligence on life satisfaction decreases significantly from 0.50 to 0.15. Thus, emotional intelligence positively affects life satisfaction both directly and indirectly through partial mediation by motivation (ß = 0.15, p < 0.01).

The results of the study supported all four hypotheses, providing significant relationships between EI, M and LS.

This research analysis revealed a significant positive relationship between EI and M. Consistent with previous research, the findings of this study reaffirm that individuals with higher EI report greater levels of LS (Brackett et al., 2006a; Extremera and Fernández-Berrocal, 2005; Nelson and Low, 2011; Bru-Luna et al., 2021). Moreover, this study provides critical insights into the mechanisms underpinning the relationship between EI and LS. Motivation, recognized as a fundamental driver of human behavior emerges as a key mediating factor in this dynamic (Helmi, 2021; Rogowska and Meres, 2022; Alibabaie, 2025). The results highlight that EI not only directly enhances LS but also exerts its influence indirectly by fostering higher levels of motivation, which in turn positively impacts LS (Rogowska and Meres, 2022).

The findings of this study underscore the mediating role of motivation in the relationship between EI and LS. EI enhances an individual’s ability to manage emotions, improve interpersonal relationships, and effectively navigate social complexities (Brackett and Mayer, 2003; Qin et al., 2023; Xu and Wang, 2023). These competencies not only contribute to personal and social well-being but also serve as catalysts for motivation, driving individuals toward meaningful and fulfilling goals (Bandura, 2001). Motivation, whether intrinsic or extrinsic, plays a critical role in this dynamic (Deci and Ryan, 1985; Armenta et al., 2022; Feraco et al., 2023). According to Latham (2023) both forms of motivation are closely linked to LS, acting as pathways through which EI exerts its influence. By mediating the EI-LS relationship, motivation highlights the importance of understanding and fostering emotional and motivational processes in enhancing overall well-being. This interplay suggests that interventions aimed at boosting EI and cultivating both intrinsic and extrinsic motivation could significantly enhance LS.

The findings of this study emphasize the crucial role of M as a mediator in the relationship between EI and LS. Individuals with higher EI are better equipped to set and pursue intrinsic goals that align with their core values and personal interests (Mayer et al., 2008; Conde-Pipó et al., 2021; Chang and Tsai, 2022; Antonopoulou, 2024). Such individuals tend to exhibit greater self-regulation, resilience, and emotional self-awareness, all of which are essential for sustaining intrinsic motivation (den Van Broeck et al., 2016; Arias et al., 2022; Nieto Carracedo et al., 2024). This enhanced intrinsic motivation, driven by a strong sense of purpose, results in higher levels of LS (Huy and Shipilov, 2012). Moreover, EI also influences extrinsic motivation. The study of Chang and Tsai (2022) reported that students’ EI had a positive effect on their learning motivation. People with high EI possess the ability to navigate complex social environments, manage relationships effectively, and seek support when necessary, thereby increasing their potential to attain external rewards (Mikolajczak et al., 2007). Their proficiency in recognizing and regulating emotions in others enhances their capacity to garner resources, recognition, and social rewards, all of which contribute to their overall well-being and life satisfaction (Van Kleef et al., 2009; Rogowska and Meres, 2022). Meta-analysis results also reinforce that emotional intelligence influences LS (Helmi, 2021). This finding highlights the mediating role of M, both intrinsic and extrinsic, in the relationship between EI and LS. While prior research has established a direct link between EI and LS, this study provides a more nuanced understanding by uncovering the intricate pathways through which EI influences well-being. M, in its various forms, emerges as a pivotal factor bridging the gap between EI and LS. Considering these findings, it is evident that fostering EI can significantly enhance both intrinsic and extrinsic motivation, leading to improved LS.

This study has explored the intricate and multifaceted relationship between teachers’ M, EI and LS. This research has underscored the critical role of motivation as a mediating factor that mediates the relationship between EI and overall LS. This research reveals that individuals with higher EI possess a heightened capacity to regulate emotions, manage interpersonal relationships, and navigate social complexities (Brackett and Mayer, 2003). Teachers’ abilities in this area have been found to be closely linked to their motivation to achieve meaningful goals and aspirations. Motivation, whether intrinsic or extrinsic, acts as a conduit through which emotional intelligence channels its influence on LS. Intrinsic motivation, driven by a sense of personal values and a deep connection to one’s goals, appears to be fostered by EI (Mayer et al., 2008). Teachers who exhibit high emotional intelligence demonstrate greater resilience, emotional self-awareness, and self-regulation; these qualities strengthen their intrinsic motivation. As a result, they have been found to derive higher levels of life satisfaction from their professional endeavors. EI facilitates the attainment of external rewards and recognition through effective social navigation (Mikolajczak et al., 2007; Van Kleef et al., 2009). Individuals adept at recognizing and regulating others’ emotions can leverage these skills to garner external resources (den Van Broeck et al., 2016), which in turn contributes to high LS.

Understanding the interaction between motivation (M), emotional intelligence (EI), and life satisfaction (LS) offers valuable guidance for teachers’ professional development and well-being. Strengthening motivation can enhance key dimensions of EI such as emotional awareness, regulation, and resilience; which in turn contribute to higher levels of life satisfaction in teaching contexts. Educators and employers can use this knowledge to design environments that foster M, thereby enhancing EI and subsequently, LS. Schools and administrators can support this process by creating work environments that foster teachers’ intrinsic motivation, appreciate their efforts, and offer meaningful opportunities for professional autonomy and development. In particular, training programs aimed at developing emotional intelligence skills such as emotional regulation, empathy, and reflective practice can further enhance teachers’ motivation and overall well-being.

While we have delved into the complex interrelationships between M, EI and LS, there remain areas ripe for further exploration. Future studies should investigate the specific mechanisms by which M shapes EI and LS among teachers. Additionally, cross-cultural research could offer a deeper understanding of how best to support teachers globally by revealing whether these dynamics operate universally or vary across different educational and cultural contexts.

While this study provides valuable insights into the relationship between EI and LS and the mediating role of M among Turkish teachers, several limitations should be considered. First, the sample is limited to teachers in Türkiye, which may affect the generalizability of the findings to teachers in other cultural or educational contexts. Although this study sample included teachers from diverse socio-cultural backgrounds, the cultural and socio-economic context specific to Türkiye may influence the dynamics of motivation, emotional intelligence, and life satisfaction in ways different from those in other countries. Thus, future research could consider cross-cultural comparisons to examine whether the results hold true across diverse populations. Second, the study relies on self-reported measures of M, EI and LS which can introduce biases such as social desirability or response styles. While structural equation modeling (SEM) offers robust statistical analysis, self-report data may not fully capture the complexity of these constructs, as it may be influenced by participants’ subjective perceptions rather than objective behaviors or outcomes. Using multiple methods, such as behavioral observations or third-party assessments, could provide a more comprehensive understanding of the variables under investigation. Third, this study explores the relationships among M, EI and LS at a single point in time, which limits its ability to draw causal conclusions. Longitudinal studies would provide more conclusive evidence regarding the directionality of these relationships and whether changes in EI or LS over time lead to improvements in M.

The study does not account for potential confounding variables that may influence the relationships these structures, such as individual differences in personality traits, work-related stressors. Future research could incorporate these factors to further clarify the mechanisms through which EI and LS influence M in teachers. While the current study contributes to understanding the teachers’ M, EI, and LS, these limitations highlight the need for further research to validate and expand upon the findings in diverse contexts and with more comprehensive methodological approaches.