Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions

The overreliance on quantitative methods in teacher motivation studies has limited our understanding of the content and function teachers’ motivations. Through interviews (n = 16; 100% White; 63% female; 2–21 years experience) surveys 124; 96% 57% 0.5–40 experience), this study used mixed-methods approaches to explore what motivates teachers teach how those motivations relate autonomy-supportive instruction teaching emotions. Findings revealed that who intrinsically valued their area fostered more understanding, linked social utility value positive emotions, associated ability with favorable instructional emotional outcomes.