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Abstract
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It seems almost impossible to consider teaching without motivation. Perhaps the greatest property for being an effective teacher is motivation. Dörnyei (2005) argues without adequate motivation long term goals and achievement in L2 learning can never be accomplished. In addition to the vital importance of motivation to be efficient teacher, the power of motivation in increasing learning achievement can also be mentioned. At the beginning of the teaching career, almost everyone who has entered the profession is enthusiastic for teaching students. Trying different teaching methods, challenging students, striving for holding regular exams , etc. make teaching attractive in the early years. But studies show that during the first few years, even less than 6 years, teachers’ motivation decreases. Learners or students are more interested, energetic, motivated and excited about learning when a teacher herself/ himself is enthusiastic and motivated (Patrick, Hisley, & Kemplre, 2000).
Due to the decrease in teacher’s motivation, the quality of the students learning descends and in the long run their academic achievement will be affected. Therefore, it is of great importance to identify the factors which demotivate EFL teachers. Richards and Schmidt (2002) point out that “motivation is generally considered to be one of the primary causes of success and failure in second language learning” (p.344). This study will try to make a better understanding of teacher motivation an overlooked area of research in the field (Dörnyei, 2001). However the studies done on motivation demonstrated a close relationship between student motivation and teacher motivation (Bernaus et al., 2009; Guilloteaux & Dörnyei, 2008), the issue of teacher motivation demands more illustrations to improve teaching and learning efficiency, otherwise “the incidence of poor teacher motivation and misbehavior could well be seriously over-exaggerated mainly because of the passive negative stereotyping of teachers” (D
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