The Role of Motivation and Commitment in Teachers’ Professional Identity

Abstract

Teachers’ professional identity is a feature of an educator that must be planned in an extended, steady, and continuing procedure and typically forms in any particular academic and social setting. As the education profession is largely stressful, it calls for consistent commitment and also motivation to help alleviate the difficulties. Indeed, the educators’ efficiency and effectiveness are mediated by these constructs to both school problems as well as the teaching work as a whole. Besides multiple factors affecting teachers’ professional identity, commitment and motivation have important functions that are addressed by this mini-review of literature. Briefly, several implications are proposed for the EFL instructional recipients.

The relationships between amotivation, employee engagement, introjected regulation, and intrinsic motivation: A double-layered moderated-mediation model

“…They could withstand the pressure because of their normative commitment to stay with universities. Second, the findings supported the negative association of amotivation with normative commitment ( Hypothesis 2 ), aligning with results from previous studies in the literature [ 13 , 31 ]. When faculty members feel that the level of amotivation is very high, it is more likely that they will not be able to exhibit loyalty to the organization and stay, which is somewhat expected.…”

Work-life balance, motivation, and satisfaction as determinants of job commitment

“…According to Kumari and Kumar (2023), it is vital for every organization to comprehend employee motivation. Comprehending these attributes is crucial Research indicates that a teacher's motivation might influence their level of dedication and commitment to their job (Ma, 2022;Abós et al, 2018;Al'Abri et al, 2022). Engaged employees are individuals that possess high levels of energy and are capable of maintaining focus on their tasks without succumbing to distractions.…”

Educational performance between the human resource's theoretical paradigm and the practical mentality. Analysis at the European level

“…According to He et al (2022), future teachers should perform emotional work strategically, which can intrinsically motivate them to be teachers. The same issue of teacher identity is addressed by Ma (2022) about teacher commitment and motivation. The efficiency and effectiveness of educators are mediated by these constructs for school problems as well as teaching activity as a whole.…”

“…Hypothesis 4: The interest of high-level management in providing staff motivation tools is one of the desirable strategies with an impact on teachers . The definition of this working hypothesis is also based on studies carried out in this context by some authors (Barenthien et al, 2020 ; Holzberger et al, 2021 ; Zapata-Cardona and Martínez-Castro, 2021 ; He et al, 2022 ; Ma, 2022 ) who correlated educational performance with motivational factors from a deep and correlative scientific perspective.…”