Theory and research on motivation in educational settings have been primarily concerned with students. This has led to the development of powerful theoretical models of motivation for learning and achievement. Perhaps due to the view that the primary purpose of education is students’ learning and performance, until recently, researchers have largely ignored the motivation of other agents in the educational environment—most glaringly, the teachers. Thus, almost paradoxically, theory, research, and even interventions that focus on teachers’ actions that are hypothesized to motivate students to learn and achieve have neglected the motivation of teachers to apply these actions—their motivation for teaching. Fortunately, this has been changing (Richardson & Watt, 2010). In the past several years, teachers’ motivation has become a focus of conceptualization and research, with the present volume representing the current state of the art.