Research Information System
in: Professional Identity: Predictors, Influences, and Impacts, NOVA Publications , pp.79-106, 2026
This study aims to analyze the factors affecting English teachers’ teaching motivation as a predictor of teacher identity in primary schools. The study sample consists of 12 English language teachers working in public primary schools in the central districts of the capital of Türkiye during the 2023-2024 academic year. In this qualitative study, data were collected through a semi-structured interview form. The findings provide in-depth information about the factors affecting teachers’ motivation and are presented under three themes: extrinsic, intrinsic, and altruistic factors. English teachers mentioned variables such as the physical conditions of classrooms, technological equipment, student-related situations, the value placed on the teaching profession, relationships among school staff, and relationships with parents as extrinsic factors influencing their motivation to teach. Factors related to intrinsic motivation were explained as teachers’ love of teaching, love of learning, having a teacher as a role model, feeling successful in the field of foreign language, being interested in foreign language, experiencing moral satisfaction from the teaching profession, finding teaching enjoyable, caring about being liked by students, performing the profession with love, and their desire to improve themselves. Teachers explained the factors related to altruistic motivation as three key elements: a passion for children, a desire to benefit society, and a desire to contribute to students’ success. The results of this research are expected to contribute to policy and regulations aimed at developing teacher identity by enhancing the motivation of English teachers and improving the quality of foreign language education, thereby increasing motivation and engagement.