#Motivation Conceptualizing motivation to Teach 

        A good teacher can inspire the minds, ignite the imagination, and instill a love of learning, (Brad Henry). Teaching is a very complex process, it is very difficult for teachers to motivate all the time. Teachers are an immense great part of our society, without them, there would be no learning. 

    Hence, it is significant for teachers to be motivated because teacher motivation is directly proportional to student motivation. The literature shows that earlier there were not many pieces of research on teacher motivation, it was a neglected area, everyone thinks motivation is only related to students, but it is fallacy. Motivation is also important for teachers. 

        So, in past decades the attention has been shifted towards teacher motivation. In the field of educational psychology and teacher education two scholars named watt and Richardson 2008 have introduced the critical issue of learning and instruction devoted to motivation for learning, they identified three principal areas of teacher motivation including issues concerning to their career choice, complexities during the teaching process, and crucial factors that impacts on the development of teacher and student motivation. It can be best seen in the works of Whitaker, Whitaker, and Lumpa in their book “Motivating and Inspiring teachers.

        Teacher motivation also referred to as motivation to teach.  Dornyei and Ushioda (2011) identified the causes that arise from individual intrinsic will to teach and sustain teaching. According to Sinclair (2008) defined as in terms of attraction, retention, and concentration as something that evaluates what attracts individual to teach. 

        Moreover, teacher motivation is highly influential and contagious because it has been transferred from the teacher to their student. Honestly speaking, if a teacher is motivated to teach, there is a good chance that hi/her learners will be more motivated to learn. Teacher can positively or negatively influence their learner’s motivation to learn. Dornyie and Ushioda (2011) asserts that teacher’s motivation is a leading factor that influence learner’s motivation to engage in learning. 

        The literature show there are 4 major components of motivation to teach that are, prominent intrinsic motivation, social and contextual factors shows external factors, the temporal dimension of teacher motivation, and demotivating factors arise from negative influence.