Teacher motivation : a study of Polish Secondary School EFL teachers

Stężycka, PE; Etherington, S

Abstract

The current study aimed at investigating the motivation of Polish EFL teachers working in state secondary schools in Poland. In order to collect research data, a mixed-methods approach involving the use of quantitative and qualitative research instruments was employed. Overall, thirty-seven Polish state secondary school EFL teachers completed a closed-ended questionnaire and six of them were subsequently interviewed. Following data analysis, research findings revealed that participant teachers were most motivated by factors associated with knowledge imparting, self-fulfilment, self-vision, working atmosphere, and work benefits. In contrast, the least motivating factors were related to external recognition and service to society. Moreover, their current motivation level was concluded to be moderate and the most demotivating factors encompassed insufficient recognition for achievements, excessive workload, limited professional development opportunities, and low salary. Lastly, based on the results, several implications for practice, professional development, and future research were proposed.

Citation

Stężycka, P., & Etherington, S. (2020). Teacher motivation : a study of Polish Secondary School EFL teachers. TESL-EJ (Berkeley, Calif.), 24(1),

• Journal Article Type: Article
• Publication Date: May 1, 2020
• Deposit Date: Jan 7, 2021
• Journal: TESL-EJ
• Volume: 24
• Issue: 1
• Publisher URL: http://www.tesl-ej.org/wordpress/issues/volume24/ej93/ej93a7/
• Related Public URLs: http://www.tesl-ej.org/wordpress/
• Additional Information: Access Information : This article can be freely read at the link above.