Document Type : Research Paper


Islamic Azad University, Quchan, Iran


The present study, as a mixed-methods study, aimed to identify the possible predictors of teacher emotions in active/passive motivation components and analyze teachers’ reactions to the role of active/passive motivation in their teaching emotions. In doing so, a number of 145 EFL teachers participated in the quantitative part of the study, and a pool of six teachers participated in the qualitative phase of the study, using purposive sampling. A number of instruments were used to measure active/passive motivation and teacher emotions. The Pearson product-moment correlation, multiple regression, and the semi-structured interviews were conducted to analyze the data. The results showed that there was a positive relationship between active/passive motivation and teacher emotions. Moreover, the results revealed that the best predictor of teacher emotions in active/ passive motivation components was active/cognitive motivation. Following the intercoder reliability, the results emerged from the interviews included nine common codes. Finally, the study offered some practical implications for EFL learners and teachers.