In the history of teaching English as a foreign language, there have been a great deal of studies investigating motivational factors for learners and teachers. (Hiromori, 2009; Manolopoulou and Sergi, 2004; Amrai, Elahi, Azizi Zalani, and Parhon, 2011). These factors can be grouped into three types as followings: a) integrative / instrumental, b) extrinsic / intrinsic, and c) global / situational, and task".
According to the teachers, six factors are identified as follows:
" a) self- versus other-orientation; b) intrinsic career value; c) ability perceptions and personal utility value; d) teaching as a fallback career; e) working with children; and f) social utility value" (Daskalovskaa, Gudevab, and Ivanovskaa, 2012, pp. 585 – 586).
There are also many studies investigating demotivating factors of learners (Jomairi, 2011; Falout, Elwood and Hood, 2009; Meshkat, Hassani, 2012). Some of these factors are as follows:
"Learning contents and materials, teachers’ competence and learning style, inadequate school facilities, lack of intrinsic …show more content…
This word is defined as follows:"independence or freedom, as of the will or one's actions"in www.Dictionary.Reference.com
The term is defined as: "A specific external force that reduces or diminishes the motivational basis of a behavioural intention or an ongoing action” (H. Sakai, K. Kikuchi, 2009, p. 143)
Wheatley defined teacher efficacy as "teachers' beliefs about their abilities to influence student outcome". (Suslu, 2000, p. 3)
The concept of self-realization is defined as when a teacher notices his / her own abilities and can flourish his talent in teaching. Barth defined the term as "Self-realization includes efficacy and personal growth leading intrinsic rewards that many teachers find in teaching"(Praver and Oga-Baldwin, 2006, p.