What psychological, linguistic and sociobiographical variables power EFL/ESL teachers’ motivation?

This is a correlational study on the relationship between teachers’ motivation dimensions of intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation (Fernet et al., 2008), and age, gender, English as L1/LX, English proficiency, global trait emotional intelligence (Trait EI), well-being, emotionality, self-control and sociability (Petrides & Furnham, 2000, 2001). The study builds on existing work on the link between English language teacher emotions and their self-reported classroom behaviour (Dewaele et al., 2018; Dewaele & Mercer, 2018). Through a sociobiographical questionnaire, the short version of the Trait EI questionnaire (TEIQshort form; Petrides, 2009) and the English version of the LEXTALE, the author concludes that motivation is linked with a range of psychological, demographic and linguistic variables, and builds psychological and personality profiles of motivated teachers