A study on the relationship between teachers’ motivation and their teaching styles in ESL classroom

The purpose of this study was to investigate English teachers’ motivation in pursuing their teaching profession and the relationship towards their teaching styles in the ESL classroom in Hong Kong. There were 82 English teachers as the research participants, who had some English teaching experiences in a local school. During the investigation, teachers’ motivation was measured based on the Maslow’s Hierarchy of Needs Theory (Maslow, 1943) through teachers’ preferences on the statements; and the use of teaching styles were examined via teachers’ self-reported data about their frequency use of each teaching style, which is according to Mosston’s Spectrum of Teaching Styles (Mosston, 1992) as the investigation model. To compare and analyze two subject areas, this study used quantitative approach for examination and have designed two sets of questionnaires to participants. The results have showed that two targeted areas indeed had a positive relationship, that both security need and self-esteem need among all five basic human needs had a positive significant relationship towards teaching styles, particularly for style E (Inclusion). While for self-actualization need, it was more prone to reproductive style, especially for style B (Practice). It is hope that qualitative research, like interview can also be implemented in future study for further investigation on the reasons and factors.