ABSTRACT
This chapter addresses teacher motivation and asks teachers to reflect on how motivation to learn relates to their own practice. The chapter is organized around theory and research on teachers’ goals (what teachers wish to accomplish in their classrooms); identities (what they believe they are supposed to accomplish as teachers); values, including job satisfaction and stress; teaching efficacy and beliefs about autonomy and control; and beliefs about relatedness and caring as teachers. Next strategies for maintaining motivation to teach are described, including setting of challenging but reachable goals, developing confident efficacy perceptions, adopting an incremental view of developing skills, and attributing successes and failures in productive ways.
