article · MIER Journal of Educational Studies Trends & Practices
Educational reforms across various countries frequently overlook the essential contributions made by educators, diminishing the standing of teaching to a marginal identity. Through an analysis of global literature, the study investigates the relationship between teacher motivation, identity formation, and professional practice. It synthesises scholarly perspectives regarding the core concepts of educator motivation and identity, examining how these elements directly influence daily teaching standards. Furthermore, the review outlines the primary factors that impair or foster teacher motivation and professional identity. It also consolidates findings from existing research to identify practical measures and strategies aimed at strengthening teachers' professional standing, improving their motivation, and supporting sustained professional commitment in educational environments.
When educational policies neglect the professional identity and motivation of educators, classroom instruction and broader reform initiatives suffer. Understanding the factors that influence teacher morale helps school leaders and policymakers create supportive environments. Enhancing teacher identity ensures that educators remain engaged, effective, and valued contributors to school systems.
The abstract does not indicate an application pathway or commercialisation potential, as it is a conceptual literature review.
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The failure of educational reforms in many countries to acknowledge the invaluable contributions of teachers to the successful implementation of such reforms illustrates how the teaching profession has been reduced to a marginal identity. Has this situation any implication for professional practice? This paper is based on review of literature which explores motivation and identity issues affecting teachers' professional practice globally. It examines scholarly views on the concept of teacher motivation, identity and practice, factors affecting teacher motivation and identity; and discusses studies on ways of enhancing teachers' identity and motivation to practice
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DOI: 10.52634/mier/2013/v3/i1/1555
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