The purpose of the current study was to explore the intrinsic and extrinsic determinants that contributed to 57 EFL teachers’ motivation who worked in 9 higher education institutions that functioned under the auspices of the Omani Ministry of Health. The study also proposed to examine the factors that hampered the EFL teachers’ motivation and measure their motivation level as well. The theoretical framework of the present study was based on the self-determination theory (for instance, Ryan & Deci, 2000) especially the categories of extrinsic and intrinsic motivation which outline self-determination theory (Dörnyei, 2001, 2005). A mixed-methods approach was used to collect quantitative and qualitative data employing a questionnaire and semi-structured interviews. The questionnaire was administered to 57 EFL teachers and 15 teachers were interviewed. The findings revealed that the EFL teachers’ motivation was governed by some extrinsic factors, for instance, apt work environment, gratifying pay, and perks, an atmosphere of geniality and companionability, administrative support, Head of Department backing, preferment system, availableness and accessibility of teaching resources, job description, cooperative colleagues, relationships with students and professional training and development. Further, the teachers were intrinsically motivated by their ardor for teaching, students’ success and achievements, and entitlement to autonomy.
Citation: Moustafa Mohamed Abdelmohsen (2022) Determinants Contributing to EFL Teachers’ Motivation in The Ministry of Health Higher Education Institutions in Oman, International Journal of English Language and Linguistics Research, Vol.10, No.3, pp.,22-48
Keywords: Determinants, EFL Teachers, Extrinsic Motivation, Higher Education Institutions, Intrinsic Motivation
