Dominique Vola Ambinintsoa, PhD, is a senior learning advisor in the Self-Access Learning Center at Kanda University of International Studies, Japan. Her research interests include learner autonomy, advising in language learning, psychology of language learning, and language teacher education. Email: razafindratsimba-d@kanda.kuis.ac.jp 

Eduardo Castro is a senior lecturer at Kanda University of International Studies (Japan) and a PhD candidate at the University of Jyväskylä (Finland). His research interests include the psychology of language learning, with a particular focus on the role of emotions in language learning and teaching. Email: castro-e@kanda.kuis.ac.jp 

 

Abstract

Given the importance of motivation in language teaching and the significance of reflection for teachers’ professional development, we suggest and describe the use of a reflective tool, which we named the Wheel of Teacher Motivation, in this practice-oriented paper. The visual tool, accompanied by prompts, is aimed to help teachers reflect on their motivation in language teaching. More specifically, its use enables teachers to focus on factors that influence their motivation in teaching, to identify factors they are satisfied with and factors that may need improvement to increase or maintain their motivation. Believing in the effectiveness of reflecting with others, we strongly recommend using the tool with trusted colleagues. 

 

Introduction 

Motivation is undeniably an important ingredient in language learning and teaching. For instance, if teachers were asked to describe the language class of their dreams, the reasons that led them to become teachers, or recall the best class they have ever taught, many would likely describe a motivating and engaging class for both their students and themselves, one where they both actively and enthusiastically participate in the learning process (e.g., Kalaja & Mäntylä, 2018). Despite its importance, opportunities for teachers to reflect on their own motivation can be limited, often due to a lack of access to professional development in many teaching contexts. Yet, such reflection is crucial at every and any stage of a language teacher’s career trajectory. Taking time to explore what drives their passion and how this shapes their daily practices can have a profound impact on their professional growth and pedagogical practices. With this in mind, we introduce in this paper a reflective tool, called Wheel of Teacher Motivation, designed to help teachers reflect on their motivation. 

As learning advisors, we use tools with students to help them reflect on their learning and factors influencing their learning. We also use those tools with colleagues to prompt reflection on different aspects related to our role as learning advisors (e.g., confidence, motivation, and strengths) with the aim to help each other develop professionally. Among those tools are different versions of the wheel that we are describing in this paper. From our experience and research using the tool (e.g., Ambinintsoa, 2020; Polczynska et al., 2023), we have found that it facilitates supportive dialogue, deeper reflection, and awareness-raising. The tool we are introducing in this paper can serve as a starting point for fostering a deeper understanding of effective motivation in teaching.

 

Understanding Teacher Motivation  

Motivation plays a crucial role in a teacher’s career not just in choosing the profession but also in sustaining enthusiasm and commitment over time (Dörnyei & Ushioda, 2021). Hiver et al. (2018) provide a useful overview of this topic, highlighting that teachers enter the profession for both intrinsic and extrinsic reasons. Extrinsic motivators involve practical considerations such as salary, job security, and career progression. In other words, extrinsic motivation is connected to some external outcome. Intrinsic motivators, on the other hand, include a passion for teaching, a love for supporting students, and a sense of purpose, as many teachers feel driven by the desire to make a meaningful impact on society. 

Intrinsic motivation is strongly related to the fulfilment of three basic psychological needs, which are autonomy, competence, and relatedness according to self-determination theory (Dörnyei & Ushioda, 2021; Ryan & Deci, 2017). In teaching, autonomy refers to the degree of teachers’ ownership of the decision regarding different aspects of their teaching such as curricula, topics, teaching techniques, materials, students’ evaluation, and classroom management (Mercer & Gregersen, 2020). Competence includes the feeling of being able to do the task and a sense of achievement. That implies that teachers who feel confident in their ability to teach tend to be more engaged, committed, and fulfilled; this confidence encourages them to persevere through challenges, refine their skills, and continue growing professionally (Hiver et al., 2018). Relatedness is a feeling of belonging or connected to other individuals. Collegial relationships are said to be one of the most significant factors in sustaining motivation (Cowie, 2011). A supportive work environment can inspire teachers, while a negative or indifferent atmosphere can lead to feelings of isolation (Mercer & Gregersen, 2020). Since motivation is closely tied to both classroom dynamics and workplace culture, fostering a positive and collaborative environment is, therefore, essential for keeping teachers engaged and fulfilled (Sulis et al., 2022). Research on the basic psychological needs was conducted in different studies to examine teacher motivation, and the findings further showed that they are indeed important factors influencing teacher intrinsic motivation (e.g., Stupnisky et al., 2018). Teachers’ negative perceptions of their own competence resulting in decreased motivation is also stated by other scholars (e.g., Williams et al., 2021). Another factor related to intrinsic motivation is curiosity, which, in teaching, is strongly connected to teachers’ interest and willingness to improve their teaching practices and challenge themselves, that is to engage in professional development (Mercer & Pawlak, 2024). 

While we have outlined key motivational factors, teacher motivation is not static. It evolves over time as teachers gain experience, face challenges, and adapt to their professional contexts. As Dörnyei and Ushioda (2021) point out, teachers’ motivational journeys change as they progress through different stages of their careers. Along the way, they navigate various challenges and constraints, which impact not only their motivation and emotions but also their overall well-being (Sulis et al., 2023). Also, it is possible that extrinsic motivators may result in intrinsic motivation along the teaching journey (Mercer & Gregersen, 2020).

Teacher motivation is an end in itself but also a means to an end, since it is interrelated to learner motivation (Dörnyei & Ushioda, 2021). As Mercer and Gregersen (2020) state, “If teachers are motivated and passionate about their work, the chances are much higher that their learners will be, too” (p. 52); hence, the importance of nurturing and maintaining teacher motivation. One way to nurture it is through reflection. The next section introduces a practical reflective tool for teachers, which was designed to help teachers explore factors that influence their motivation in language teaching and evaluate what factors they need to work on to increase or maintain their motivation.

 

The wheel of teacher motivation 

The Wheel of Life originated in coaching as a reflective tool to help individuals assess their satisfaction across different areas of life (Kato & Sugawara, 2009). It consists of a circular diagram where the centre represents total dissatisfaction, and the outer edge represents total satisfaction. By marking their current levels of satisfaction, individuals can visualise imbalances and areas for growth. This tool has been adapted for language learning and widely used in both one-to-one advising sessions (e.g., Kato & Mynard, 2016) and classroom settings (Polczynska et al., 2022). 

Building on this approach, the Wheel of Teacher Motivation was adapted from Kato and Mynard (2016) by modifying the categories to align with the literature on teacher motivation, as briefly described in the previous section. This tool helps teachers visualise and reflect on different aspects of their motivation, revealing connections between them. By providing a structured yet flexible way to self-evaluate, the Wheel facilitates deeper reflection and encourages teachers to take action towards sustaining a more positive and fulfilling teaching experience. Figure 1 is an example of the Wheel of Teacher Motivation and Figure 2 is an example of how the wheel may look when completed.

 

Figure 1 

An Example of the Wheel of Teacher Motivation 

The Wheel of Teacher Motivation can be used in various ways to support teacher reflection and professional growth. One approach is as follows:

Reflect on your professional journey: Take a moment to consider what motivation looks like at this stage of your career. These guiding questions may help:

• What does motivation mean to you in your current context?

• How does motivation influence your teaching?

• What factors sustain or challenge your motivation?

Consider your motivation: Next, reflect on the areas of motivation suggested in Figure 1 (or choose your own, see the appendix) and rate your current level of satisfaction with each on a scale from 0 (not satisfied at all) to 10 (very satisfied). Once you have rated each area, connect the points on the Wheel. What shape does it form? If your Wheel were a bicycle tire, what would your ride feel like? Figure 2 below shows an example of a completed Wheel. 

 

Figure 2 

An Example of a Completed Wheel of Teacher Motivation

Engage in a dialogue: Sharing your Wheel with a critical friend, mentor, or trusted colleague can provide valuable insights and fresh perspectives. Discussing your reflections with someone you respect can help you identify new strategies and actions to increase your motivation in teaching. Consider these questions in your discussion:

• Why did you choose each rating?

• What makes it the number you gave it rather than a zero?

• What would help you move up on the scale? 

• Are you satisfied with your overall motivation, or is there a specific area you’d like to improve this year?

• How could you increase your rating by one level in this area?

• What small, specific steps can you take to make progress?

We have included a blank Wheel in the appendix so you can try it out or adapt it for your own context. Enjoy the process!

 

Final considerations 

In this paper, we introduced the Wheel of Teacher Motivation as a reflective tool to support teachers’ ongoing professional development. This tool can prompt meaningful reflections on the factors shaping motivation at different stages of a teaching career. We encourage teachers to try it out and invite a trusted colleague, critical friend, or mentor to enrich their reflective practice. Engaging in reflective dialogue provides a structured and supportive space for these conversations, fostering active listening and non-judgmental feedback (cf. Kato & Mynard, 2016). By revisiting this tool throughout the academic year, teachers can deepen their understanding of what drives and sustains their motivation while identifying changes that could make a difference for their students and themselves.

 

References

Ambinintsoa, D. V. (2020). Using an advising tool to help students go beyond “just learning”, Relay Journal, 3(2), 221–228. https://doi.org/10.37237/relay/030207 

Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues, and their work. Teaching and Teacher Education, 27(1), 235–242. https://doi.org/10.1016/j.tate.2010.08.006 

Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge. 

Gkonou, C., & Mercer, S. (2017). Understanding emotional and social intelligence among English language teachers. British Council. 

Hiver, P., Kim, T.-Y., & Kim, Y. (2018). Language teacher motivation. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 18–33). Multilingual Matters.

Kalaja, P., & Mäntylä, K. (2018). ‘The English class of my dreams’: Envisioning teaching a foreign language. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 34–52). Multilingual Matters. 

Kato, S., & Mynard, J. (2016). Reflective dialogue: Advising in language learning. Routledge. https://doi.org/10.4324/9781315739649

Kato, S., & Sugawara, H. (2009). Action-oriented language learning advising: A new approach to promote independent language learning. The Journal of Kanda University of International Studies, 21, 455–476. 

Mercer, S. & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press.

Mercer, S., & Pawlak, M. (2024). Language teacher professional curiosity: Understanding the drive for professional development. Studies in Second Language Learning and Teaching, 14(3), 393–420. https://doi.org/10.14746/ssllt.39293 

Polczynska, M., Goncalves, J., & Castro, E. (2023). Fostering interactive reflection on language learning through the use of advising tools. In N. Curry, P. Lyon, & J. Mynard (Eds.), Promoting reflection on language learning: Lessons from a university setting (pp. 291–307). Multilingual Matters. https://doi.org/10.21832/9781800415591-021

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806

Stupnisky, R. H., BrckaLorenz, A., Yuhas, B., & Guay, F. (2018). Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types. Contemporary Educational Psychology 53(1), 15-26,

Sulis, G., Babic, S., Mairitsch, A., Mercer, S., Jin, J., & King, J. (2022). Retention and attrition in early-career foreign language teachers in Austria and the United Kingdom. The Modern Language Journal, 106(1), 153–171. https://doi.org/10.1111/modl.12765

Sulis, G., Mercer, S., Babic, S., & Mairitsch, A. (2023). Language teacher wellbeing across the career span. Multilingual Matters.

Williams, M., Puchta, H., & Mercer, S. (2021). Psychology in practice: A wealth of practical ideas to put students in the best frame of mind of learning. Helbling Languages.

 

Appendix 

The Wheel of Teacher Motivation 

Which aspects of your motivation as a teacher would you like to reflect on? Select six areas from the list below and rate your current level of satisfaction with each on a scale from 0 (not satisfied at all) to 10 (very satisfied).

Passion for teaching, Purpose, Career progression, Confidence, Perseverance, Engagement, Professional development, Autonomy, Curiosity, Relationships, Achievement, Sense of belonging, Sense of purpose, Well-being, Competence, Creativity, Salary, Job security, or any other area of your interest.

 

Discussion

Share your Wheel with a critical friend, mentor, or a trusted colleague and discuss the following questions: Why did you choose each rating? What makes it the number you gave it rather than a zero (e.g. What makes it a 5 and not a 0?)? What would help you move up on the scale? Are you satisfied with your overall motivation, or is there a specific area you’d like to improve this year? How could you increase your rating by one level in this area? What small, specific steps can you take to make progress?

 

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