The overreliance on quantitative methods in teacher motivation studies has limited our understanding of the content and function of teachers’ motivations. Through teacher interviews (n = 16; 100% White; 63% female; 2–21 years of experience) and surveys (n = 124; 96% White; 57% female; 0.5–40 years of experience), this study used mixed-methods approaches to explore what motivates teachers to teach and how those motivations relate to teachers’ autonomy-supportive instruction and teaching emotions. Findings revealed that teachers who intrinsically valued their content area fostered more understanding, linked social utility value to positive emotions, and associated their teaching ability with favorable instructional and emotional outcomes.
Bibliographical noteFunding Information:
Quantitative data in this study was collected with the support of the National Science Foundation Grant 1315943 and the third author was supported by the National Science Foundation Postdoctoral Research Fellowship Grant 1714481 .
© 2020 Elsevier Ltd
- Autonomy-supportive instruction
- Teacher motivations
- Teaching emotions