Conceptualizing Teacher Motivation in Physical Education: Integrating Self-Determination Theory and Occupational Socialization Theory

Teacher motivation is a temporal, fluctuating, and malleable psychological construct that varies across time, situations, individuals, and even within a person. To date, no framework is available to understand physical education teacher motivation across various socialization phases. The purpose of this paper was to propose a conceptual framework for career-long teacher motivation in physical education. We conceptualized the framework by incorporating the three-phase teacher socialization from occupational socialization theory into the motivational process and outcomes of physical educators based on self-determination theory. The career-long teacher motivation in physical education framework provides a comprehensive model for exploring teacher motivation spanning different stages—prospective, preservice, and in-service teachers—and explicating how past socialization experiences, both directly and indirectly, contribute to the formation and development of motivation in in-service physical educators. We conclude with a discussion suggesting a systematic approach encompassing macro-, meso-, and micro-level endeavors for enhancing teacher motivation and well-being.