This document contains Diana Madera's preliminary work on her literature review for a study on fluctuations in English teacher motivation in UQROO, Mexico. It includes her infographic, outline, objectives, research questions, significance, literature review plan, what she has done so far, challenges, and preliminary references. The outline details her planned chapters which will cover introduction, literature review, methods, results and analysis, discussion and conclusion. Several of the preliminary references are summarized, focusing on why individuals choose teaching, definitions of motivation, importance of teacher motivation, and factors that impact motivation.

1. By: Diana Madera

2. Content:
Preliminary resources (my infography)
My Outline
My planning and strategies related to
my LR.
What have I done so far?
My own challenges
Preliminary references for my LR.

3. My infography

4. My Outline
Researcher’s name: Diana Astrid Madera Matos
Student’s registration number: 11-12684
Working Title: Fluctuations in UQROO English
teachers’ motivation: A case study
General Line of Research: Motivation
Nature of Research: Qualitative

5. Chapter 1: Introduction
1.1. Background
I have been studying this career for five years and I have noticed that many students do
not know why they want to become teachers or even if they want to be teachers, even
though at the beginning we were aware about the main objective of the major that is to
become a competent English Language teacher. The truth is that that I used to be one of
them, but the only think I needed to do is look for my family history. When I started asking
myself about the reason why I chose this career, I realized that I want to be a teacher
because my dad was one of that good ones, so it influenced on me and made me chose
this career. Besides, in my previous experience in high school and secondary school,
English teachers had a bad reputation. I remember that my partners used to say almost of
the time: “in English class we never learned anything” because the teacher was lazy or the
class was really boring or the teachers just do not care about teaching English and they
preferred to sit down on the desk and tell stories about “their life” instead giving classes.
That was another reason why I decided to become a great English Teacher, I want to
change that perspective that students have about it.
Beginners or experienced teachers, they always have a reason to teach, so I wanted to
know better about those reasons. I searched on the Internet and the library for studies or
thesis about this topic and I found that there are not many researches about this. There
are a few articles about this topic, so I decided that I wanted to improve that information
base. Beginning teachers’ motivation is not the same that experienced ones so I am really
excited for knowing about the teachers’ motivation and how they vary across time.

6. 1.2. Rationale
Many studies have focused on student’s motivation, but there are not plenty about
teachers’ motivation, that is why this study focuses on teacher motivation and how it
varies across time. Teacher motivation is an important concern for educational leaders and
managers because it has an important effect on student’s motivation. Teachers tend to
complain about the difficulty of keeping students motivated, so how much difficult it could
be if teachers themselves are not motivated?
Teacher motivation is also important for the positive advance of educational reforms.
When teachers are motivated, they can work easily and better for educational reform and
progressive legislation. Another good reason why teacher motivation is important is
because when a teacher is motivated can guarantee the implementation of reforms and
the successful of them.
Finally, teacher motivation is important for the satisfaction and fulfilment of teachers
themselves. If teacher are positively motivated, they are going to transmit knowledge
efficiently. Heinz (2015) aims that they also matter because they have a very significant
impact upon their pupils’ social and emotional growth and their preparedness to live,
work, and contribute to their local communities and wider society.

7. 1.3. Objective(s)
• Analyze the fluctuations in UQROO English teachers motivation in a
case study.
• Analyze which motivators UQROO English teachers could face while
they teach.
• Analyze which demotivators UQROO English teachers could face while
they teach.
• Provide a qualitative dissertation on results.
1.4 Research question(s) or hypotheses
• The research questions are as follows:
• How does the motivation to be English teachers vary across time?
• What factors influence this motivation?

8. 1.5 Significance of the study.
Since there are not previous studies about Teacher’s Motivation in
UQROO, this study will help to other people who want to research
about this topic. Nowadays, the number of the English Language
teachers are growing and it is important to know what are motivating
them to become teachers and how that motivators vary across time.
Teachers are arguably the most important group of professionals for
our nation’s future.

9. • Chapter 2: Literature Review
2. Literature review
2.1 Introduction
2.2 Why do individuals all over the world choose
to become school teachers?
2.3. What is motivation?
2.3.1 Extrinsic vs intrinsic
2.4 Motivation in second and foreign language learning
2.5 Importance of teacher motivation
2.6 Factors that have greatest impact on
teacher motivation
2.7 How motivators can change over time?
2.8 Conclusion

10. • Chapter 3: Methods
3. Research design
3.1 Participants
3.2 Instrumentation/Questionnaire
3.3 Interviews
3.4 Procedure and Methodology
3.5 Data Collection
3.6 Data Analysis

11. Chapter 4: Result and Analysis
4. Review of the study
4.1 Analysis
Chapter 5: Discussion and Conclusion
5. Discussion of results
5.1 Summary of results and Conclusion
5.2 Limitations of the study
5.3 Recommendations for further
research
References and bibliographies
Appendix

12. My planning and strategies related to my LR

14. What have I done so far?
My own challenges

16. Preliminary references for my LR
ADELABU, M. (2005). TEACHER MOTIVATION AND INCENTIVES. NIGERIA.
Dörnyei, Z. (Julio de 1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
DÖRNYEI, Z. (2009). The L2 Motivational Self System. En Z. DÖRNYEI, The L2 Motivational Self System.
Gao, X. (., & Hao, X. (2014). The dilemma of being English language teachers: Interpreting teachers’ motivation to teach,and
professional commitment in China’s hinterland regions. Language Teaching Research, 18, 152–168.
Griva, E., Panitsidou, E., & Choste, D. (2012). Identifying factors of job motivation and satisfaction of foreign. (E. Ltd., Ed.)
doi:10.1016/j.sbspro.2012.05.157
Heinz, M. (18 de March de 2015). The online platform for Taylor & Francis Group content . Obtenido de
http://www.tandfonline.com/doi/abs/10.1080/13803611.2015.1018278
Heinz, M. (2015). Why choose teaching? An international review. Educational Research and Evaluation, 258-297.
Hettiarachchi, S. (1 de Enero de 2010). ESL Teacher Motivation in Sri Lankan Public Schools.
Hildebrandt, S., & Eom, M. (2011). Foreign Language Teacher Motivations for Professionalization. The Journal of Language
Teaching and Learning, 39‐53.
KADZAMIRA, E. C. (2006). TEACHER MOTIVATION AND INCENTIVES. Malawi.
Müller, F. H., & Hanfstingl, B. (2010). Teacher motivation. Journal for Educational Research Online, 5–8.

17. Heinz, M. (2015). Why choose teaching? An international
review. Educational Research and Evaluation, 258-297.
Why do individuals all over the world choose to become school teachers? What
motivates them to become educators of young people, and how committed are they to
this cause when they enter their teacher education courses? Considering that teacher
motivation and commitment have been identified as crucial factors for the future
success of education and schools (Huberman, 1993; Manning & Patterson, 2005;
Rikard, 1999), these are important questions for policy makers and societies to
address. This paper provides a systematic and conceptual review of empirical
research studies exploring student teachers’ career motivations and commitment in 23
countries from 5 continents. A variety of motivating factors are explored, their
relative importance in student teachers’ career decisions is discussed, and differences
between various subgroups and cultural contexts are highlighted. Attention is drawn
to methodological limitations as well as recent developments in this important area of
research.

18. KADZAMIRA, E. C. (2006). TEACHER
MOTIVATION AND INCENTIVES. Malawi.

19. Müller, F. H., & Hanfstingl, B. (2010). Teacher
motivation. Journal for Educational Research
Online, 5–8.
Environmental conditions, such as working conditions at school, students’ behavior
and students’ habits or aspects of the entire school system and their effects on
teacher motivation are rarely systematically analyzed. This also includes the effect
of personal preconditions and biographical aspects.
The impact of teacher motivation on learning environments in classrooms, and
students’ learning processes, should be studied more intensively. This requires data
both from the students’ and the teachers’ perspectives.
Data from longitudinal studies are indispensable for the assessment of the
opportunities and limitations of the development of teacher motivation.
Different professional activities of teachers might show a differential impact on
teacher motivation. Such activities include teaching children of a particular age
group, cooperation in teams, taking part in in-service education and school
development activities or implementing innovations in classroom teaching.