Teachers' motivation is considered to determine the quality and direction of daily educational practice and exerts an enormous effect on the academic achievements of children. Recently, the interest in research on teachers' motivation has been increasing mainly in foreign countries, based on the recognition of the importance of teachers' motivation. The study systematically organizes the trends of research on teachers' motivation from the perspectives of cognition, emotion, needs, and environment, based on the model of the "four factors of motivation," as suggested by Kage (2013). In terms of cognitive perspectives, conceptual studies on achievement goal, teacher efficacy, teacher collective efficacy, and expectancy-value are introduced. Furthermore, the present study presents articles based on the emotional perspectives highlighting enthusiasm, passion, and emotional experience. In addition, the study reports research from the perspective of cognition and emotion focusing on work engagement. From the perspective of needs, conceptual studies on autonomy motivation and basic psychological needs are featured. Moreover, environmental factors influencing teachers' motivation were organized from four perspectives, namely, factors related to (a) children and classes, (b) parents, (c) the workplace environment, and (d) the learning situation of teachers. The majority of the abovementioned studies are basic studies, which used questionnaires administered to teachers. In the future, developing teacher education programs based on motivation theories and conducting practical studies are important.
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