Identifying the Components of Teachers' Motivation in the Teaching-Learning Process Based on Wright's Model: A Systematic Review

چکیده مقاله

The present article aimed to examine the components of teachers' motivation in the teaching-learning process. The approach of this study is qualitative, and its method is a systematic review based on the model of Wright. The scope of the research comprises 350 articles about the components of teachers' motivation in the teaching-learning process, published between 2020 and 2025 in reputable scientific journals. The research sample includes 31 articles that were purposefully collected and selected based on thematic data screening. Inclusion criteria for this study were the publication of articles related to the motivational components of teachers, having sufficient information relevant to the research objectives, and availability as a complete online or printed article. Exclusion criteria included lack of necessary scientific quality, being outside the research time frame, and insufficient information. The research data were obtained from qualitative analysis of the documents studied. Based on data analysis, the components of teachers' motivation in the teaching-learning process were classified into four dimensions and 14 factors including individual-personal components (comprising personal values, background, and personal factors), social components (including social mission and social approval), micro-organizational components (including physical environment, management, professional-interactive environment, psychological environment, and individual integration with the organization), and macro-organizational components (including livelihood policies, organizational policies, and educational policies). Therefore, teachers' motivation can be examined in various dimensions, and four important components along with the key elements of each were introduced in this research accordingly.