Review of the Literature Ada Bier Abstract In order to offer a picture of the construct of language teacher motivation, this paper is

Bier. The Motivation of Second/Foreign Language Teachers 
511
EL.LE, 3, 3, 2014, pp. 505-522
ISSN 2280-6792
and his colleagues investigated the emotions of secondary school teachers 
during classroom disruptions, emotions that were responsible for initiating 
a cognitive-emotional dynamic producing behavioural responses (Martin 
et al. 2004). Martínez inquired into the emotional impact of the language 
teacher’s personality both on teaching and learning a second language 
(Martínez, 2010 p. 89). Thurairaj and Roy conducted a research aimed at 
exploring teachers’ emotions towards the available ELT textbooks and at 
finding out whether teachers experience positive or negative emotions in 
their use of ELT textbooks due to their visual design (Thurairaj, Roy 2012). 
Exploring teacher stress in native and non-native EFL teachers, Mousavi 
emphasized the importance of the emotional state of both teacher and 
students, affirming that «since they [teacher and students] are constantly 
interacting with each other, we cannot consider the emotional state of one 
group whilst ignoring the concerns of the other. The general outcome of the 
lesson depends on the quality of such interactions» (Mousavi 2007, p. 33). 
Researching the interrelationship between emotional knowledge and PCK 
in teaching, Zembylas concluded that the fact of giving special attention to 
the emotional dimensions of PCK «will contribute to a fuller understand-
ing of the impact of emotions on the personal well-being and motivation 
of teachers» (Zembylas 2007, p. 366). In one of his latest articles, Balboni 
analyzed the role of emotions in the teaching practice (Balboni 2013). 
Referring to the Greek philosopher Plato, the scholar adopted the triadic 
distinction between Eros (pleasure), Pathos (grief), and Epithymia (desire): 
while the first two are in praesentia and impact on the teacher’s everyday 
classroom behaviour, the third is in absentia and stimulates his/her vision 
of an ideal future. Balboni claimed that the main source of pleasure for 
teachers is their classroom activity itself: «il piacere di insegnare si con-
quista ora per ora, a scuola, insegnando bene» (Balboni 2006, p. 26). About 
the crucial role of emotions in language teaching, Balboni concluded that 
«le emozioni influenzano la motivazione dell’insegnante, la sua gestione 
della classe, ma anche la sua capacità cognitiva, ad esempio nel classificare 
gli studenti e nel valutarne i risultati» (Balboni 2013, § 5, emphasis added), 
thus highlighting the interrelationship between emotion, motivation and 
cognition. 
3.3 Teacher Motivation
A relatively recent issue of Language Learning (issue n. 18, 2008) was en-
tirely dedicated to motivation for teaching, not only language teaching. In 
their guest editorial, Watt and Richardson talk about a «Zeitgeist of inter-
est» in the topic (Watt, Richardson 2008a, p. 405, italics in the original), 
stressing the urgency of research in this field. 

---