Understanding the factors supporting language teachers’ sustained motivation until retirement

• Published in: The Modern language journal (Boulder, Colo.) Vol. 108; no. 2; pp. 430 - 445
• Main Author: Haukås, Åsta
• Format: Journal Article
• Language: English
• Published: Malden Blackwell Publishing Ltd 01.06.2024
• Subjects: basic psychological needs; Career Change; German as a second language; Instructional Effectiveness; language teacher; Language teachers; Language teaching methods; Motivation; Psychological Needs; Qualitative research; retired teachers; Retirement; Second language instruction; Second language teachers; self‐determination theory; Semi Structured Interviews; Student teacher relationship; Students; Teacher Effectiveness; Teaching; Teaching (Occupation); Teaching Methods; Trust (Psychology)
• ISSN: 0026-7902; 1540-4781
• DOI: 10.1111/modl.12920

While many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore the beliefs and career stories of three recently retired German language teachers in Norway, recognized for their long‐term motivation and effective teaching over several decades. Data were generated from in‐depth semistructured interviews and analyzed through the lens of self‐determination theory. The analysis revealed that the teachers shared several key characteristics. First, they enjoyed a high degree of autonomy related to the choice of subject content and teaching approaches. Second, they perceived themselves as highly competent in the subject and expressed a passion for it. Third, they cherished being with students and managed to establish good relationships with them. The findings suggest that teachers should be aware of their basic psychological needs and reflect on how they can be fulfilled. Furthermore, school administrators should foster trust in teachers as autonomous professionals and actively support their competency development and relationships with students and colleagues.