International Journal of Teaching and Learning in Higher Education
Abstract
This paper presents a Teaching Motivation Model that conceptualizes motivation for faculty teaching. The model was informed by the self-determination theory, the self-control strength model, and the review of the literature on college teaching. The Teaching Motivation Model presents a more comprehensive account of faculty teaching motivation and group factors affecting faculty teaching motivation into three groups: environmental, individual, and institutional-level factors. Ongoing interactions between these mutually interrelated and influential groups of factors may either support or inhibit faculty engagement in a particular method of teaching. The model posits self-control strength, which plays a central role in faculty engagement in an intended form of teaching. Implications for research and practice are included.
Recommended Citation
Aghayeva, J., & Wawrzynski, M. R. (2025) "Conceptualizing a Teaching Motivation Model for Faculty," International Journal of Teaching and Learning in Higher Education: Vol. 35 : Iss 1, Article 14.