Teachers’ Motivation for Teaching in Higher Education: Portuguese Validation of a Questionnaire

Abstract Motivation for teaching is key in the establishment and further development of high-quality higher education, as it affects teachers’ investment quality learning experiences their students, well institutional efficacy well-being. This study aimed to validate a questionnaire, originally developed Belgium, designed evaluate three dimensions (self-efficacy, interest, effort) intrinsic motivation different national population. The sample consisted 616 academics working public education institutions Portugal. Confirmatory factor analysis was conducted internal consistency items analyzed. results show that original dimensionality construct confirmed Portuguese sample. context primarily explained by following factors: personal efficacy, interest task, effort placed on responsibilities. A difference found could not be divided general efficacy.