The effects of teacher-pertinent factors and teacher motivation on Hong Kong English teachers’ motivational strategies
Teachers’ motivational support is crucial for the enhancement and maintenance of English learners’ motivation, yet there has been little enquiry into the factors which drive English teachers to use motivational strategies. Although considerable research has shown links between student and teacher mo...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2453262 |
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| author | Shu Yang Lin Tim S. O. Lee |
| author_facet | Shu Yang Lin Tim S. O. Lee |
| author_sort | Shu Yang Lin |
| collection | DOAJ |
| description | Teachers’ motivational support is crucial for the enhancement and maintenance of English learners’ motivation, yet there has been little enquiry into the factors which drive English teachers to use motivational strategies. Although considerable research has shown links between student and teacher motivation, the assumption that motivated teachers make more frequent and thoughtful motivational efforts has been largely untested. This study, analysing journal and interview data collected from 13 Hong Kong English teachers over a semester, aims to uncover how English teachers’ motivational behaviour is shaped by teacher-pertinent factors, and how these factors reflect different facets of teacher motivation. Preparation workload, teaching style, peer sharing, and various self-benefits were found to be influential factors originating from the teachers. The notions of intrinsic teacher motivation, ideal teacher selves, work satisfaction, and demotivation were manifest in the teachers’ responses. The findings have implications for school management, teacher trainers, English teachers, and researchers. |
| format | Article |
| id | doaj-art-57789961943f49aa9e2a901c4eb9b83d |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-57789961943f49aa9e2a901c4eb9b83d2025-01-21T13:30:19ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2453262The effects of teacher-pertinent factors and teacher motivation on Hong Kong English teachers’ motivational strategiesShu Yang Lin0Tim S. O. Lee1School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Kowloon, Hong KongEnglish Language Centre, The Hong Kong Polytechnic University, Kowloon, Hong KongTeachers’ motivational support is crucial for the enhancement and maintenance of English learners’ motivation, yet there has been little enquiry into the factors which drive English teachers to use motivational strategies. Although considerable research has shown links between student and teacher motivation, the assumption that motivated teachers make more frequent and thoughtful motivational efforts has been largely untested. This study, analysing journal and interview data collected from 13 Hong Kong English teachers over a semester, aims to uncover how English teachers’ motivational behaviour is shaped by teacher-pertinent factors, and how these factors reflect different facets of teacher motivation. Preparation workload, teaching style, peer sharing, and various self-benefits were found to be influential factors originating from the teachers. The notions of intrinsic teacher motivation, ideal teacher selves, work satisfaction, and demotivation were manifest in the teachers’ responses. The findings have implications for school management, teacher trainers, English teachers, and researchers.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2453262Motivationteacher motivationmotivational strategiesEFLHong KongTeachers & Teacher Education |
| spellingShingle | Shu Yang Lin Tim S. O. Lee The effects of teacher-pertinent factors and teacher motivation on Hong Kong English teachers’ motivational strategies Cogent Education Motivation teacher motivation motivational strategies EFL Hong Kong Teachers & Teacher Education |
| title | The effects of teacher-pertinent factors and teacher motivation on Hong Kong English teachers’ motivational strategies |
| title_full | The effects of teacher-pertinent factors and teacher motivation on Hong Kong English teachers’ motivational strategies |
| title_fullStr | The effects of teacher-pertinent factors and teacher motivation on Hong Kong English teachers’ motivational strategies |
| title_full_unstemmed | The effects of teacher-pertinent factors and teacher motivation on Hong Kong English teachers’ motivational strategies |
| title_short | The effects of teacher-pertinent factors and teacher motivation on Hong Kong English teachers’ motivational strategies |
| title_sort | effects of teacher pertinent factors and teacher motivation on hong kong english teachers motivational strategies |
| topic | Motivation teacher motivation motivational strategies EFL Hong Kong Teachers & Teacher Education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2453262 |
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