2013 IJRSLL – Volume 2 Issue 2
Erkaya, Odiléa Rocha*
Eskisehir Osmangazi University, Turkey (firstname.lastname@example.org)
Teachers’ motivation has been an extensive topic of discussion among researchers for over two decades. What has been missing in the discussion, though, is the perspective of those who teach English as a Foreign Language (EFL), especially those who work in Turkey. Therefore, the purpose of this case study was to investigate factors that motivated Turkish EFL teachers working at a Preparatory English Program of a university in Turkey and ways to enhance their motivation. Eight teachers took part in the study. To collect data, unstructured interviews were used. Then, codes were written and themes on teachers’ motivation and demotivation, and ways to motivate teachers emerged. The results can be understood by looking at expectancy theory, more specifically on the focus of the theory: intrinsic (personal) and extrinsic (environmental) motives. The analysis of what the teachers believed to be their source of motivation and demotivation helped the researcher to propose ways to enhance their motivation.
Keywords: motivation; demotivation; intrinsic and extrinsic motives; expectancy theory; enhancement of teachers’ motivation