Investigating the contextual factors that affect the motivation and de-motivation of EFL teachers in a university in Saudi Arabia

Abstract

Teacher motivation is widely recognised as a crucial determinant of educational quality and student achievement, particularly in English as a Foreign Language (EFL) contexts. This qualitative study investigates the personal and institutional factors that shape the motivation and demotivation of EFL teachers working at a Saudi Arabian university. The research was conducted within the English Language Institute (ELI), a preparatory programme that supports foundation-year students. Situated within the wider framework of educational reform driven by Saudi Arabia’s Vision 2030, this study provides an in-depth exploration of the lived experiences of female EFL teachers and the contextual forces that influence their professional engagement.
The study is framed by Ushioda’s (2009) Person-in-Context (PIC) theory of motivation, which emphasises viewing motivation as a fluid theoretical perspective rather than a fixed trait, which is relationally and contextually shaped. The research was conducted using a two-phase narrative inquiry design to understand these dynamics. During the initial "exploratory phase", the researcher conducted open-ended narrative interviews with ten language instructors to identify the contextual elements that affected their motivation. The second "Narration Focus Phase" involved open-ended narrative and semi-structured interviews with four participants, providing in-depth and reflexive accounts of motivational change over time. The study applied Braun and Clarke’s six-phase model of thematic analysis to code and interpret the narrative data. Through this multi-stage framework, the research achieved comprehensive and detailed insights into teachers’ motivation within the Saudi EFL teaching context.
The findings show that factors such as personal fulfilment, religious and moral values, and a passion for teaching initiate intrinsic motivation, but it remains vulnerable to contextual pressures. These pressures include curriculum standards, lack of autonomy, time constraints, and insufficient recognition. Positive teacher-student relationships were found to bolster teachers’ motivation, while constraints such as standardised assessments, lack of transparency, and organisational mistrust led to emotional exhaustion.
Importantly, motivation and teacher identity were found to change over time, influenced by personal believes, opportunities for professional growth, and institutional transformation. Engagement in professional development, combined with reflective practice, enhanced teachers’ ability to maintain or regain their motivation throughout their careers.
This study contributes to the growing body of literature on teacher motivation by offering culturally contextualised insights from the Gulf region. It underscores the need for policy frameworks and institutional practices that promote autonomy, recognition, and meaningful professional development. Recognising teacher motivation as a dynamic, relational construct enables more responsive and sustainable approaches to educational reform and teacher support in rapidly changing higher education environments.

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Identifiers

ORCID for Doaa Sadiq Mahrous: orcid.org/0009-0001-7931-8681

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