Analysis of EFL teachers' (de)motivation and awareness in Spain

Despite the influence teacher motivation has on learner motivation, research on the former is scarce. This thesis investigates in-service EFL teachers’ (de)motivation in secondary state schools in Spain. In this qualitative study, in-depth online and face-to-face semi-structured interviews with interview prompts — an innovative data collection instrument — recurrent classroom observations and field notes were used. Data analysis uncovered several motivators, demotivators and possible solutions to teacher demotivation suggested by 23 EFL teachers. Most findings were understood as belonging to different contexts affecting teachers and their motivation and therefore were examined applying Bronfenbrenner’s Ecosystems Theory (1977, 1979). Data revealed that students’ attitudes and characteristics strongly motivated or demotivated participants. Performing a meaningful task was found to be a motivator whereas the teacher-student ratio, i.e. the number of students in the classroom, demotivated teachers. Another significant demotivator was the complex system to access teaching in state schools in Spain. Improvements were also proposed; innovation and training, teaching support and having a reduced workload and a reduced ratio would enhance teacher motivation to teach EFL and improve their professional experiences. A more disciplinary teaching approach or empathising with students were also reported as a solution to teachers’ motivational problems, which were in turn, in a large degree influenced by students’ behaviour and motivation. Teachers’ motivational awareness was also explored. Participants seemed to understand the concept of motivation and were aware of their motivational state and of the teacher-student motivational influence but they had different views about the importance of their motivation in the learning process. Although most teachers considered their motivation as important as student motivation, many neglected their motivation when planning or teaching. Apart from promoting socio-emotional training, the intervention of policy makers to upgrade teachers’ job conditions is key to protect teacher extrinsic motivation and prevent the deterioration of their intrinsic motivation.