Vol. 13/ Núm. 1 2026 pág. 3671
https://doi.org/10.69639/arandu.v13i1.2143
Curriculum repetition and teacher motivation in English
teaching: a narrative review on unchanged course materials
Repetición curricular y motivación docente en la enseñanza del inglés: revisión
narrativa de materiales didácticos estandarizados
Antus Jose
antus.jose@upec.edu.ec
https://orcid.org/0000-0003-3396-0510
Universidad Politécnica Estatal del Carchi
Ecuador – Tulcán
Anny Aponte Gómez
anny.aponte@unl.edu.ec
https://orcid.org/0009-0009-7680-4754
Universidad Nacional de Loja
Ecuador – Loja
Eugenia Maricela Torres Jiménez
eugenia.torres@upec.edu.ec
https://orcid.org/0000-0003-3001-4967
Universidad Politécnica Estatal del Carchi
Ecuador – Tulcán
Artículo recibido: 18 febrero 2026-Aceptado para publicación: 20 marzo 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
The article is a narrative literature review of the long-term repetition of the standardized teaching
resources and its possible consequences on the motivation of teachers in the English language
teaching. The article will discuss, on the basis of the existing academic literature, the specified
benefits and drawbacks of the extended use of the identical teaching materials, along with the
correlations that the authors outline with the teacher motivation, job satisfaction, and student
interest. It was a descriptive and analytical review that was created in terms of the analysis of
secondary sources (past studies, case studies and theoretical contributions) of teacher motivation
and sustainability of educational materials. According to the reviewed literature, the repeated use
of the same resources can be related to the lack of intrinsic motivation, lower pedagogical
creativity, and even possible implications on student participation; still, among the advantages,
an increased efficiency in lesson planning and delivery because of acquired experience is also
mentioned. Altogether, the researches examined are in agreement about the fact that extensive
reiteration of the curriculum can be connected with the adverse outcomes in case not
supplemented by updating, flexibility of the curricula as well as institutional support, thus, it
Vol. 13/ Núm. 1 2026 pág. 3672
should be offered that the materials are renewed periodically and the professionals are constantly
developed.
Keywords: teacher motivation, curriculum repetition, English language teaching,
instructional materials, secondary education
RESUMEN
Este artículo presenta una revisión narrativa de la literatura sobre la repetición prolongada de
materiales didácticos estandarizados y sus posibles implicaciones para la motivación docente en
la enseñanza del inglés. El objetivo del artículo es analizar, a partir de la literatura académica
existente, las ventajas y desventajas reportadas del uso prolongado de los mismos materiales
didácticos, así como las relaciones descritas con la motivación docente, satisfacción laboral e
interés estudiantil. La revisión tuvo un alcance descriptivo, analítico y se desarrolló mediante el
análisis de fuentes secundarias (investigaciones previas, estudios de caso y aportes teóricos) sobre
motivación docente y sostenibilidad de materiales educativos. Los métodos empleados
consistieron en la recopilación, selección y análisis temático de estudios relevantes que
permitieron identificar patrones recurrentes y contrastes en los efectos de la repetición curricular.
La literatura revisada sugiere que la reutilización constante de los mismos recursos puede
asociarse con disminución de la motivación intrínseca, menor creatividad pedagógica y posibles
efectos en la participación estudiantil; no obstante, también se reportan beneficios como mayor
eficiencia en la planificación y ejecución de clases por experiencia acumulada. En conjunto, los
estudios analizados coinciden en que la repetición prolongada del currículo puede relacionarse
con efectos negativos si no se acompaña de actualización, flexibilidad curricular y apoyo
institucional; por ello, se recomienda la renovación periódica de materiales y el desarrollo
profesional continuo.
Palabras clave: motivación docente, repetición curricular, enseñanza del idioma inglés,
materiales didácticos, educación secundaria
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
should be offered that the materials are renewed periodically and the professionals are constantly
developed.
Keywords: teacher motivation, curriculum repetition, English language teaching,
instructional materials, secondary education
RESUMEN
Este artículo presenta una revisión narrativa de la literatura sobre la repetición prolongada de
materiales didácticos estandarizados y sus posibles implicaciones para la motivación docente en
la enseñanza del inglés. El objetivo del artículo es analizar, a partir de la literatura académica
existente, las ventajas y desventajas reportadas del uso prolongado de los mismos materiales
didácticos, así como las relaciones descritas con la motivación docente, satisfacción laboral e
interés estudiantil. La revisión tuvo un alcance descriptivo, analítico y se desarrolló mediante el
análisis de fuentes secundarias (investigaciones previas, estudios de caso y aportes teóricos) sobre
motivación docente y sostenibilidad de materiales educativos. Los métodos empleados
consistieron en la recopilación, selección y análisis temático de estudios relevantes que
permitieron identificar patrones recurrentes y contrastes en los efectos de la repetición curricular.
La literatura revisada sugiere que la reutilización constante de los mismos recursos puede
asociarse con disminución de la motivación intrínseca, menor creatividad pedagógica y posibles
efectos en la participación estudiantil; no obstante, también se reportan beneficios como mayor
eficiencia en la planificación y ejecución de clases por experiencia acumulada. En conjunto, los
estudios analizados coinciden en que la repetición prolongada del currículo puede relacionarse
con efectos negativos si no se acompaña de actualización, flexibilidad curricular y apoyo
institucional; por ello, se recomienda la renovación periódica de materiales y el desarrollo
profesional continuo.
Palabras clave: motivación docente, repetición curricular, enseñanza del idioma inglés,
materiales didácticos, educación secundaria
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 1 2026 pág. 3673
INTRODUCTION
Education is a dynamic and changing sector where the choice, utilization, and sustainability
of teaching materials are one of the most significant aspects of the teaching process and student
learning. Course materials are not only the means of delivering the content, but also mediators of
pedagogical practices, influencing the choice of teachers in their instruction, involvement of
students and the process of acquisition of critical thinking skills. According to the past literature,
properly designed and revised teaching materials can improve the quality of instruction, learners
autonomy, and rich learning experiences (Villocino y Villocino, 2025). Therefore, effective
educational practice will always focus on management and continuous review of curricular
materials.
Instructional materials are of special importance in the context of English language
education, as there is need to combine language skills, critical thinking, and communicative
competence. The English educators will be asked to develop language proficiency in the students
and promote cultural awareness, analytical reading, and effective written and spoken
communication (Yusuf et al., 2020). At the secondary level, learning of English not only leads to
acquisition of language but also to the cognitive growth, creativity and academic readiness of the
students. The success of this process is greatly determined by the ability of the teachers to
customize the materials to the needs of the students and to changes in the educational needs.
The quality and motivation of teachers is a common concern that defines the outcome of
education. English instructors are at the center of ensuring academic quality, provision of
conducive learning environments, and steering students to the long-term education outcomes (Xu
et al., 2025). Nonetheless, considering the stated significance of instructional materials, very little
consideration has been paid to the consequences of long-term repetition of the curriculum on the
professional motivation of teachers. The prolonged use of the same set of instructional materials
can limit the creativity of the pedagogy, lower the autonomy of the professionals, and adversely
affect the teacher’s engagement and well-being.
Therefore, this paper will be a synthesis and discussion of available literature on the long-
term reuse of the same instructional resources in secondary and English teaching, including the
benefits, limitations, and relationships reported between it and teacher motivation, job
satisfaction, and student engagement. This narrative review has conceptual and practical
contributions towards curriculum sustainability and institutional decision-making.
Development
Theories of teacher motivation
The paper has been based on the existing motivational theories, which are Maslows
hierarchy of needs, Self-determination theory and Expectancy-value theory. The frameworks
INTRODUCTION
Education is a dynamic and changing sector where the choice, utilization, and sustainability
of teaching materials are one of the most significant aspects of the teaching process and student
learning. Course materials are not only the means of delivering the content, but also mediators of
pedagogical practices, influencing the choice of teachers in their instruction, involvement of
students and the process of acquisition of critical thinking skills. According to the past literature,
properly designed and revised teaching materials can improve the quality of instruction, learners
autonomy, and rich learning experiences (Villocino y Villocino, 2025). Therefore, effective
educational practice will always focus on management and continuous review of curricular
materials.
Instructional materials are of special importance in the context of English language
education, as there is need to combine language skills, critical thinking, and communicative
competence. The English educators will be asked to develop language proficiency in the students
and promote cultural awareness, analytical reading, and effective written and spoken
communication (Yusuf et al., 2020). At the secondary level, learning of English not only leads to
acquisition of language but also to the cognitive growth, creativity and academic readiness of the
students. The success of this process is greatly determined by the ability of the teachers to
customize the materials to the needs of the students and to changes in the educational needs.
The quality and motivation of teachers is a common concern that defines the outcome of
education. English instructors are at the center of ensuring academic quality, provision of
conducive learning environments, and steering students to the long-term education outcomes (Xu
et al., 2025). Nonetheless, considering the stated significance of instructional materials, very little
consideration has been paid to the consequences of long-term repetition of the curriculum on the
professional motivation of teachers. The prolonged use of the same set of instructional materials
can limit the creativity of the pedagogy, lower the autonomy of the professionals, and adversely
affect the teacher’s engagement and well-being.
Therefore, this paper will be a synthesis and discussion of available literature on the long-
term reuse of the same instructional resources in secondary and English teaching, including the
benefits, limitations, and relationships reported between it and teacher motivation, job
satisfaction, and student engagement. This narrative review has conceptual and practical
contributions towards curriculum sustainability and institutional decision-making.
Development
Theories of teacher motivation
The paper has been based on the existing motivational theories, which are Maslows
hierarchy of needs, Self-determination theory and Expectancy-value theory. The frameworks
Vol. 13/ Núm. 1 2026 pág. 3674
offer complementary insights into the impact of psychological needs, autonomy, competence, and
perceived value on the motivation and professional engagement of teachers.
Teacher motivation in educational contexts
A key issue that determines the quality of instructions, the engagement of students, and the
success of educational processes is teacher motivation. The studies have shown that the intrinsic
and extrinsic motivation of teachers is determined by such factors as professional purpose,
institutional support, workload, and access to instructional resources (Wang y Shakibaei, 2025).
Intrinsic motivation can also be based on the interest of teachers in improving students and
meaningful learning, whereas extrinsic motivation can be provided by recognition, the assistance
of leadership, and a possibility to develop professionally to maintain the long-term interest.
Recent research indicates that motivation is directly related to the well-being and
sustainability of teachers in terms of their profession. Prolonged work pressure and lack of control
have been linked to higher rates of burnout and health hazards caused by stress among teachers
(Madigan et al., 2023). In the case of secondary education where requirements of the curriculum
are very high, it is important to learn how instructional conditions can affect teacher motivation,
especially in the language teaching situation where constant adaptation and innovation are
required.
Course materials and teacher motivation
Instructional resources are important in influencing the pedagogical practice and
professional satisfaction of teachers. Empirical data can indicate that adaptable, applicable, and
properly organized course content positively influences the job satisfaction and teaching
performance of teachers (Sims et al., 2025). On the other hand, fixed or monotonous curricula
can limit pedagogical freedom and decrease motivation, which can decrease the rates of creativity
and engagement among students (Bullard y Bahar, 2023).
Research on lesson planning and curriculum design shows that long-term use of the same
set of materials can make work more monotonous and reduce the feeling of professional agency
of teachers (Xu et al., 2025). Longitudinal studies also suggest that chronic job pressures and
redundant training behaviors have an adverse impact on the perceived effectiveness and
willingness of teachers to become innovators in the long run (Skaalvik y Skaalvik, 2021). These
results indicate that repetition of the curriculum can serve as a structural factor that affects
motivation decay.
Reinforcing instructional materials and professional autonomy
Revision of instructional materials has been commonly related to enhanced motivation of
teachers and their instruction. Recent studies highlight the importance of current and flexible
materials enabling teachers to match the changing pedagogical methods, student requirements,
and technological changes (Greguric, 2021). It has been demonstrated that the combination of
offer complementary insights into the impact of psychological needs, autonomy, competence, and
perceived value on the motivation and professional engagement of teachers.
Teacher motivation in educational contexts
A key issue that determines the quality of instructions, the engagement of students, and the
success of educational processes is teacher motivation. The studies have shown that the intrinsic
and extrinsic motivation of teachers is determined by such factors as professional purpose,
institutional support, workload, and access to instructional resources (Wang y Shakibaei, 2025).
Intrinsic motivation can also be based on the interest of teachers in improving students and
meaningful learning, whereas extrinsic motivation can be provided by recognition, the assistance
of leadership, and a possibility to develop professionally to maintain the long-term interest.
Recent research indicates that motivation is directly related to the well-being and
sustainability of teachers in terms of their profession. Prolonged work pressure and lack of control
have been linked to higher rates of burnout and health hazards caused by stress among teachers
(Madigan et al., 2023). In the case of secondary education where requirements of the curriculum
are very high, it is important to learn how instructional conditions can affect teacher motivation,
especially in the language teaching situation where constant adaptation and innovation are
required.
Course materials and teacher motivation
Instructional resources are important in influencing the pedagogical practice and
professional satisfaction of teachers. Empirical data can indicate that adaptable, applicable, and
properly organized course content positively influences the job satisfaction and teaching
performance of teachers (Sims et al., 2025). On the other hand, fixed or monotonous curricula
can limit pedagogical freedom and decrease motivation, which can decrease the rates of creativity
and engagement among students (Bullard y Bahar, 2023).
Research on lesson planning and curriculum design shows that long-term use of the same
set of materials can make work more monotonous and reduce the feeling of professional agency
of teachers (Xu et al., 2025). Longitudinal studies also suggest that chronic job pressures and
redundant training behaviors have an adverse impact on the perceived effectiveness and
willingness of teachers to become innovators in the long run (Skaalvik y Skaalvik, 2021). These
results indicate that repetition of the curriculum can serve as a structural factor that affects
motivation decay.
Reinforcing instructional materials and professional autonomy
Revision of instructional materials has been commonly related to enhanced motivation of
teachers and their instruction. Recent studies highlight the importance of current and flexible
materials enabling teachers to match the changing pedagogical methods, student requirements,
and technological changes (Greguric, 2021). It has been demonstrated that the combination of
Vol. 13/ Núm. 1 2026 pág. 3675
innovative resources and the ability to design courses flexibly promotes teacher autonomy and
professional development (Bullard & Bahar, 2023).
The lack of autonomy in the choice of the material and its adaptation has been revealed as
a strong predictor of emotional exhaustion and burnout in English as a Foreign Language context
(Alamoudi, 2023). Educators that cannot update or renew teaching resources tend to become more
stressed and less engaged, which supports the relevance of curriculum flexibility in terms of
maintaining motivation.
Factors influencing teacher engagement
The other factors that affect teacher motivation are organizational and personal factors such
as leadership support, professional development opportunities and perceived workload. Positive
management practices and support have a positive impact on morale and resilience, and the
excessive demands and lack of resources negatively influence motivation (Gunn and McRae,
2021). Recent data show that autonomy is a protective factor against institutional pressure, that
helps mitigate the adverse workload impacts on motivation (Collie and Carroll, 2023).
Teacher engagement is also achieved when course content is relevant to the real-life
situations of the students. Instructional materials that are relevant to the learners and their current
problems promote instructional innovation and enhance the teacher-student relationship
(Mohammed et al., 2022; Tampubolon, 2018). Nevertheless, identity-related demotivation and
burnout have been associated with curriculum stagnation among language teachers (Sato et al.,
2022).
Research gap
Although a lot of research has been conducted on teacher motivation and instructional
materials, most studies have not focused on the long-term impacts of repetition on curriculum
implementation on the motivation of English teachers in secondary schools. Available research
tends to concentrate on short-term instructional behaviors or single motivational elements,
providing little integration regarding the interaction of long-term curriculum repetitions and
institutional environments and professional freedom. Furthermore, the studies that investigate the
moderating effect of school-level support on motivational outcomes in the long run are limited
(Tikkanen et al., 2022). It is necessary to fill this gap to have a comprehension of the sustainability
of instructional practices and their effects on teacher well-being.
Teacher motivation in educational contexts
One of the key determinants of the quality of instruction, the involvement of the learner,
and the effectiveness of the entire educational process is teacher motivation. The studies have
always shown that the motivation of teachers is influenced by the intrinsic and extrinsic factors
such as purpose in the profession, institutional support, the workload and the availability of
instructional resources (Wang y Shakibaei, 2025). Teachers are usually motivated to continue
working with students in the long term because they are intrinsically motivated to ensure that
innovative resources and the ability to design courses flexibly promotes teacher autonomy and
professional development (Bullard & Bahar, 2023).
The lack of autonomy in the choice of the material and its adaptation has been revealed as
a strong predictor of emotional exhaustion and burnout in English as a Foreign Language context
(Alamoudi, 2023). Educators that cannot update or renew teaching resources tend to become more
stressed and less engaged, which supports the relevance of curriculum flexibility in terms of
maintaining motivation.
Factors influencing teacher engagement
The other factors that affect teacher motivation are organizational and personal factors such
as leadership support, professional development opportunities and perceived workload. Positive
management practices and support have a positive impact on morale and resilience, and the
excessive demands and lack of resources negatively influence motivation (Gunn and McRae,
2021). Recent data show that autonomy is a protective factor against institutional pressure, that
helps mitigate the adverse workload impacts on motivation (Collie and Carroll, 2023).
Teacher engagement is also achieved when course content is relevant to the real-life
situations of the students. Instructional materials that are relevant to the learners and their current
problems promote instructional innovation and enhance the teacher-student relationship
(Mohammed et al., 2022; Tampubolon, 2018). Nevertheless, identity-related demotivation and
burnout have been associated with curriculum stagnation among language teachers (Sato et al.,
2022).
Research gap
Although a lot of research has been conducted on teacher motivation and instructional
materials, most studies have not focused on the long-term impacts of repetition on curriculum
implementation on the motivation of English teachers in secondary schools. Available research
tends to concentrate on short-term instructional behaviors or single motivational elements,
providing little integration regarding the interaction of long-term curriculum repetitions and
institutional environments and professional freedom. Furthermore, the studies that investigate the
moderating effect of school-level support on motivational outcomes in the long run are limited
(Tikkanen et al., 2022). It is necessary to fill this gap to have a comprehension of the sustainability
of instructional practices and their effects on teacher well-being.
Teacher motivation in educational contexts
One of the key determinants of the quality of instruction, the involvement of the learner,
and the effectiveness of the entire educational process is teacher motivation. The studies have
always shown that the motivation of teachers is influenced by the intrinsic and extrinsic factors
such as purpose in the profession, institutional support, the workload and the availability of
instructional resources (Wang y Shakibaei, 2025). Teachers are usually motivated to continue
working with students in the long term because they are intrinsically motivated to ensure that
Vol. 13/ Núm. 1 2026 pág. 3676
students develop and learn something significant, whereas extrinsic motivation like recognition,
leadership, and professional growth is likely to keep them engaged longer.
According to recent research, motivation is strongly connected with the well-being and
professional sustainability of teachers. Both job demands and low autonomy have been linked to
higher levels of burnout and health risks related to stress among teachers in chronic situations
(Madigan et al., 2023). In secondary education, where the demands in the curriculum are strong,
it is important to learn how conditions of instruction affect teacher motivation, especially in
language teaching situations that demand perpetual adaptation and innovation.
Application to curriculum repetition
In a self-determination approach, teachers are likely to lose their autonomy and competence
because of the use of the same teaching materials over an extended period, which will lead to a
decline in intrinsic motivation. The Expectancy Value Theory goes further to indicate that
recurrent curricula lower perceived value of tasks, and commitment to instructional innovation
by teachers is undermined. The framework provided by Maslow emphasizes the role of the unmet
professional growth needs in motivation loss.
Curriculum repetition and professional sustainability
The issue of curriculum sustainability has gained additional topicality in educational
research, especially in terms of the well-being of teachers and their long-term teaching
performance. Although there are many justifications of curriculum standardization as the way of
providing consistency and quality control, over-repeating of the same instructional material
through invariants might have some unwanted outcomes to the professional sustainability of
teachers. The research of instructional stagnation indicates that the duration of teaching repetitive
content diminishes the feeling of novelty and professional challenge by teachers, which are
essential elements of long-term motivation (Skaalvik and Skaalvik, 2021).
Curriculum repetition is particularly an issue in the context of secondary education in
English, because language acquisition is dynamic in nature. The process of teaching languages
needs to be constantly adjusted to sociocultural changes, trends in communication, and the needs
of learners. When teaching resources are not updated in the long term, the teachers will feel that
there is a discrepancy between the classroom reality and the content of the curriculum. Such a
mismatch may frequently result in a lack of flexibility in instructions and the lack of chances to
innovate in pedagogy, which plays a key role in sustaining professional participation (Greguric,
2021).
In addition to that, repetition of the curriculum has been associated with role strain because
of teachers being expected to show a certain degree of creativity and responsiveness when
working in strict instructional systems. This paradox imposes further emotional and cognitive
burden on the teachers, which leads to demotivation and susceptibility to burnout. These results
support the necessity to investigate curriculum repetition not only as a logistical problem but as a
students develop and learn something significant, whereas extrinsic motivation like recognition,
leadership, and professional growth is likely to keep them engaged longer.
According to recent research, motivation is strongly connected with the well-being and
professional sustainability of teachers. Both job demands and low autonomy have been linked to
higher levels of burnout and health risks related to stress among teachers in chronic situations
(Madigan et al., 2023). In secondary education, where the demands in the curriculum are strong,
it is important to learn how conditions of instruction affect teacher motivation, especially in
language teaching situations that demand perpetual adaptation and innovation.
Application to curriculum repetition
In a self-determination approach, teachers are likely to lose their autonomy and competence
because of the use of the same teaching materials over an extended period, which will lead to a
decline in intrinsic motivation. The Expectancy Value Theory goes further to indicate that
recurrent curricula lower perceived value of tasks, and commitment to instructional innovation
by teachers is undermined. The framework provided by Maslow emphasizes the role of the unmet
professional growth needs in motivation loss.
Curriculum repetition and professional sustainability
The issue of curriculum sustainability has gained additional topicality in educational
research, especially in terms of the well-being of teachers and their long-term teaching
performance. Although there are many justifications of curriculum standardization as the way of
providing consistency and quality control, over-repeating of the same instructional material
through invariants might have some unwanted outcomes to the professional sustainability of
teachers. The research of instructional stagnation indicates that the duration of teaching repetitive
content diminishes the feeling of novelty and professional challenge by teachers, which are
essential elements of long-term motivation (Skaalvik and Skaalvik, 2021).
Curriculum repetition is particularly an issue in the context of secondary education in
English, because language acquisition is dynamic in nature. The process of teaching languages
needs to be constantly adjusted to sociocultural changes, trends in communication, and the needs
of learners. When teaching resources are not updated in the long term, the teachers will feel that
there is a discrepancy between the classroom reality and the content of the curriculum. Such a
mismatch may frequently result in a lack of flexibility in instructions and the lack of chances to
innovate in pedagogy, which plays a key role in sustaining professional participation (Greguric,
2021).
In addition to that, repetition of the curriculum has been associated with role strain because
of teachers being expected to show a certain degree of creativity and responsiveness when
working in strict instructional systems. This paradox imposes further emotional and cognitive
burden on the teachers, which leads to demotivation and susceptibility to burnout. These results
support the necessity to investigate curriculum repetition not only as a logistical problem but as a
Vol. 13/ Núm. 1 2026 pág. 3677
structural one that influences the professional identity of teachers and their long-term dedication
to the profession.
Institutional support and moderating factors
The links between curriculum repetition and teacher motivation have institutional support
as one of the moderating factors. The adverse impacts of repetitive instructional practices can be
overridden through supportive leadership, access to professional development, and collaborative
cultures. It is proved that schools providing organized access to material adaptation and peer
cooperation help students to become more motivated and professionally involved (Tikkanen et
al., 2022).
The implementation of professional development programs based on the focus on
curriculum renewal and reflective practice allows teachers to transform the existing materials in
a creative manner. Such initiatives allow teachers to keep instructional fresh even in a
standardized curricular framework. Furthermore, the efforts of teachers to become innovative
should be rewarded by the institution, which will strengthen motivation and prove
professionalism.
The differences at school levels are also an influential factor in determining motivational
outcomes. Differences in leadership style, access to resources, and organizational culture are some
of the factors that affect the repetition of the curriculum between teachers in the process of
experiencing it. These contextual factors need to be understood to generate specific interventions
to facilitate teacher motivation and sustainability of instruction.
Implications for english language education
The overall evidence analyzed in the section of the development highlights the complicated
interaction between curriculum repetition, teacher motivation, and the quality of instruction in
secondary English education. Although standardized curricula have some advantages in the sense
of consistency, there is a long-term and unquestioning reuse of the curriculum that can lead to the
loss of motivation, free will, and professional identity of teachers. These impacts have direct
consequences to student engagement and learning.
To handle the issue of curriculum repetition, there is need to have a holistic approach in
which there would be the incorporation of curricular flexibility, professional autonomy, and
institutional support. Instructional adaptability is especially helpful in English language education
which is dynamic and rooted in a particular culture. The identification of the motivational
implications of curriculum design decisions can enable learning institutions to promote
sustainable pedagogies that can address teacher well-being and educational quality.
MATERIALS AND METHODS
This paper has used a qualitative research method with descriptive and analytical scope due
to the intention to unify and critically debate the existing academic information regarding the
structural one that influences the professional identity of teachers and their long-term dedication
to the profession.
Institutional support and moderating factors
The links between curriculum repetition and teacher motivation have institutional support
as one of the moderating factors. The adverse impacts of repetitive instructional practices can be
overridden through supportive leadership, access to professional development, and collaborative
cultures. It is proved that schools providing organized access to material adaptation and peer
cooperation help students to become more motivated and professionally involved (Tikkanen et
al., 2022).
The implementation of professional development programs based on the focus on
curriculum renewal and reflective practice allows teachers to transform the existing materials in
a creative manner. Such initiatives allow teachers to keep instructional fresh even in a
standardized curricular framework. Furthermore, the efforts of teachers to become innovative
should be rewarded by the institution, which will strengthen motivation and prove
professionalism.
The differences at school levels are also an influential factor in determining motivational
outcomes. Differences in leadership style, access to resources, and organizational culture are some
of the factors that affect the repetition of the curriculum between teachers in the process of
experiencing it. These contextual factors need to be understood to generate specific interventions
to facilitate teacher motivation and sustainability of instruction.
Implications for english language education
The overall evidence analyzed in the section of the development highlights the complicated
interaction between curriculum repetition, teacher motivation, and the quality of instruction in
secondary English education. Although standardized curricula have some advantages in the sense
of consistency, there is a long-term and unquestioning reuse of the curriculum that can lead to the
loss of motivation, free will, and professional identity of teachers. These impacts have direct
consequences to student engagement and learning.
To handle the issue of curriculum repetition, there is need to have a holistic approach in
which there would be the incorporation of curricular flexibility, professional autonomy, and
institutional support. Instructional adaptability is especially helpful in English language education
which is dynamic and rooted in a particular culture. The identification of the motivational
implications of curriculum design decisions can enable learning institutions to promote
sustainable pedagogies that can address teacher well-being and educational quality.
MATERIALS AND METHODS
This paper has used a qualitative research method with descriptive and analytical scope due
to the intention to unify and critically debate the existing academic information regarding the
Vol. 13/ Núm. 1 2026 pág. 3678
topic of curriculum repetition and the motivation of secondary-school English teachers. A
narrative literature review was chosen as the main research design because this research approach
will provide an opportunity to conduct a profound analysis of conceptual trends, empirical results,
and theoretical approaches to the specific research area.
A structured narrative review of secondary sources was used to conduct this research. The
rationale of this design was due to the exploratory character of the research as well as due to lack
of empirical evidence on the long-term motivational impacts of curriculum implementation that
was repeated. The review was aimed at exposing the trends, connections, and thematic coherence
in past research pertinent to the topics of teacher motivation, instructional resources, repetition of
curriculum and burnout in the context of secondary education institutions.
The research used a descriptive and explanatory scope of a qualitative methodology. It
described existing studies on teacher motivation and curriculum use in terms of a summary and
generalization of their findings. Analytically, it examined how prior studies describe and interpret
the role of long-term use of unchanged instructional materials in motivational and professional
outcomes for English teachers. Such a dual scope allowed achieving an in-depth perception of the
phenomenon of investigation.
The data was gathered in the form of a documentary analysis of academic databases
commonly utilized in the field of educational research such as peer-reviewed journal repositories.
The inclusion criteria included pre-specified factors, including topicality to teacher motivation,
curriculum repetition, instructional materials, and secondary education. Those studies that were
not directly related to these themes or their methodological clarity were rejected.
The thematic analysis was used in analyzing the selected studies. The given process
included coding the key concepts, finding the common themes, and sorting results referred to
motivation, autonomy, burnout, instructional flexibility, and professional identity. Similarities
and differences among the studies were also determined through comparison and contrasts which
enabled the synthesis of evidence and the production of analytical interpretations that related to
the research objectives.
Due to the limitation of secondary sources, there was no direct involvement of human
subjects in the research. Ethics was adhered to when proper citation and giving credit to the
original authors was observed and also applying the principles of academic integrity.
The comparison of the analyzed studies showed that there are common tendencies in terms
of the influence of long-term curriculum repetition on the motivation of English teachers in
secondary schools. In literature, however, there was a gradual reduction of interest, instructional
involvement, and professional satisfaction among teachers in case of repeated exposure to
invariant instructional materials. Some studies also record a lower level of teacher motivation
whereby instructional materials are not altered within a long time especially where teachers are
not given time to adapt the content.
topic of curriculum repetition and the motivation of secondary-school English teachers. A
narrative literature review was chosen as the main research design because this research approach
will provide an opportunity to conduct a profound analysis of conceptual trends, empirical results,
and theoretical approaches to the specific research area.
A structured narrative review of secondary sources was used to conduct this research. The
rationale of this design was due to the exploratory character of the research as well as due to lack
of empirical evidence on the long-term motivational impacts of curriculum implementation that
was repeated. The review was aimed at exposing the trends, connections, and thematic coherence
in past research pertinent to the topics of teacher motivation, instructional resources, repetition of
curriculum and burnout in the context of secondary education institutions.
The research used a descriptive and explanatory scope of a qualitative methodology. It
described existing studies on teacher motivation and curriculum use in terms of a summary and
generalization of their findings. Analytically, it examined how prior studies describe and interpret
the role of long-term use of unchanged instructional materials in motivational and professional
outcomes for English teachers. Such a dual scope allowed achieving an in-depth perception of the
phenomenon of investigation.
The data was gathered in the form of a documentary analysis of academic databases
commonly utilized in the field of educational research such as peer-reviewed journal repositories.
The inclusion criteria included pre-specified factors, including topicality to teacher motivation,
curriculum repetition, instructional materials, and secondary education. Those studies that were
not directly related to these themes or their methodological clarity were rejected.
The thematic analysis was used in analyzing the selected studies. The given process
included coding the key concepts, finding the common themes, and sorting results referred to
motivation, autonomy, burnout, instructional flexibility, and professional identity. Similarities
and differences among the studies were also determined through comparison and contrasts which
enabled the synthesis of evidence and the production of analytical interpretations that related to
the research objectives.
Due to the limitation of secondary sources, there was no direct involvement of human
subjects in the research. Ethics was adhered to when proper citation and giving credit to the
original authors was observed and also applying the principles of academic integrity.
The comparison of the analyzed studies showed that there are common tendencies in terms
of the influence of long-term curriculum repetition on the motivation of English teachers in
secondary schools. In literature, however, there was a gradual reduction of interest, instructional
involvement, and professional satisfaction among teachers in case of repeated exposure to
invariant instructional materials. Some studies also record a lower level of teacher motivation
whereby instructional materials are not altered within a long time especially where teachers are
not given time to adapt the content.
Vol. 13/ Núm. 1 2026 pág. 3679
The most frequent observation was that curriculum rigidity was related to lower
pedagogical creativity. Research also showed that inert instructional materials limited the
capability of teachers to become innovative and meet the changing needs of the students, thus,
teaching became more routine and mechanical. This tendency was particularly noticeable in the
area of English language education where communicative relevance and contextual adaptation
are the key points of successful teaching.
The institutional support also played a moderating role as indicated by the results. The
schools with focus on professional growth, planning and instructional renewal were characterized
by greater teacher motivation even in the environment where standardized curricula were
practiced. On the other hand, the institutional support aggravated the adverse impact of the
redundancy of curriculum, which also added to emotional burnout and lesser instructional interest.
Additionally, the reviewed studies suggest that there is a reciprocal relationship between
student engagement and teacher motivation. Teacher demoralization was always associated with
poor student engagement and interest, which means that the repetition of the curriculum is
indirectly related to the learning outcomes due to the influence it has on teacher motivation.
RESULTS AND DISCUSSION
The literature reviewed supports the interpretation that a long-term repetition of the same
instructional materials used by the teacher represents the major risk factor in motivational drop
among the teachers in the English classes in secondary schools. In line with this paper’s analytical
focus, the reviewed evidence indicates curriculum repetition restricts pedagogical autonomy and
lowers intrinsic motivation especially where the teachers are not given the chance to rewrite or
modify instructional materials.
These findings indicate that teacher motivation is not necessarily an individual feature, but
it is heavily dependent on structural and institutional conditions. The findings show that course
material flexibility and access to professional development are the protective factors that maintain
teacher engagement. Lack of such support leads to stagnation in curriculum, which leads to
emotional fatigue and lack of professional commitment.
Implications of repeated course material use
These interpretations are consistent in their implication on the areas of secondary English
education which are marked by a dynamic thirding and cultural needs in communication. The
prolonged usage of the same instructional resources contradicts the capacity of educators to focus
on current problems and various types of learners, which decreases the relevance of instruction.
Curriculum renewal and teacher development in institutions becomes a crucial measure
that can be used to curb the decline in motivation. Nimble instructional designs enable teachers
to exercise professional agency and match the emerging educational standards to teaching
practices. These results are consistent with recent policy discussions on the significance of teacher
The most frequent observation was that curriculum rigidity was related to lower
pedagogical creativity. Research also showed that inert instructional materials limited the
capability of teachers to become innovative and meet the changing needs of the students, thus,
teaching became more routine and mechanical. This tendency was particularly noticeable in the
area of English language education where communicative relevance and contextual adaptation
are the key points of successful teaching.
The institutional support also played a moderating role as indicated by the results. The
schools with focus on professional growth, planning and instructional renewal were characterized
by greater teacher motivation even in the environment where standardized curricula were
practiced. On the other hand, the institutional support aggravated the adverse impact of the
redundancy of curriculum, which also added to emotional burnout and lesser instructional interest.
Additionally, the reviewed studies suggest that there is a reciprocal relationship between
student engagement and teacher motivation. Teacher demoralization was always associated with
poor student engagement and interest, which means that the repetition of the curriculum is
indirectly related to the learning outcomes due to the influence it has on teacher motivation.
RESULTS AND DISCUSSION
The literature reviewed supports the interpretation that a long-term repetition of the same
instructional materials used by the teacher represents the major risk factor in motivational drop
among the teachers in the English classes in secondary schools. In line with this paper’s analytical
focus, the reviewed evidence indicates curriculum repetition restricts pedagogical autonomy and
lowers intrinsic motivation especially where the teachers are not given the chance to rewrite or
modify instructional materials.
These findings indicate that teacher motivation is not necessarily an individual feature, but
it is heavily dependent on structural and institutional conditions. The findings show that course
material flexibility and access to professional development are the protective factors that maintain
teacher engagement. Lack of such support leads to stagnation in curriculum, which leads to
emotional fatigue and lack of professional commitment.
Implications of repeated course material use
These interpretations are consistent in their implication on the areas of secondary English
education which are marked by a dynamic thirding and cultural needs in communication. The
prolonged usage of the same instructional resources contradicts the capacity of educators to focus
on current problems and various types of learners, which decreases the relevance of instruction.
Curriculum renewal and teacher development in institutions becomes a crucial measure
that can be used to curb the decline in motivation. Nimble instructional designs enable teachers
to exercise professional agency and match the emerging educational standards to teaching
practices. These results are consistent with recent policy discussions on the significance of teacher
Vol. 13/ Núm. 1 2026 pág. 3680
autonomy and flexible curriculum in maintaining motivation and the quality of instruction
(OECD, 2024).
Comparison with existing literature
The findings of this paper align with these past studies that have identified that curriculum
inflexibility is associated with low teacher discretion and high burnout risk (Collie and Carroll,
2023; Alamoudi, 2023). Consistent with the Self-Determination Theory and Expectancy-Value
Theory, the results highlight the significance of autonomy, competence and task value in
maintaining teacher motivation.
Also, the research is an expansion of the previous studies that presented the long-term
impacts of curriculum repetition, as opposed to emphasizing short-term instructional practices
only. Although previous researchers have fixed a positive correlation between teacher motivation
and student performance (Sims et al., 2025), the current results prove the role of the long-term
curriculum stagnation in interrupting the correlation because of deteriorating teacher engagement
over the years. This effect seems to be magnified in times of increased stress levels, including
times of educational disruption, in which rigidity increases the risk of burnout (Raducu and
Stanculescu, 2022).
Table 1
Thematic synthesis of findings
Theme Representative studies Key finding
Curriculum rigidity and
autonomy
OECD (2024); Collie &
Carroll (2023); Alamoudi
(2023)
Inflexible curricula constrain
teacher decision-making and
reduce intrinsic motivation.
Workload and burnout Skaalvik & Skaalvik (2021);
Madigan et al. (2023)
Persistent job demands
increase emotional
exhaustion and reduce
professional efficacy.
Institutional support Pietarinen et al. (2021);
Pyhältö et al. (2021)
Supportive leadership and
collaboration buffer negative
motivational effects.
EFL-specific contexts Alamoudi (2023); Sato et al.
(2022)
Resource constraints
uniquely affect motivation in
language teaching.
Adaptive practices Tikkanen et al. (2022);
Răducu & Stănculescu (2022)
Flexible materials and
professional development
restore engagement.
CONCLUSIONS
In this paper, the repeated use of the same curriculum content over a long time period was
synthesized and discussed in the literature in the context of motivation among English teachers in
secondary schools. The reviewed literature suggests that the long-term use of the invariant
autonomy and flexible curriculum in maintaining motivation and the quality of instruction
(OECD, 2024).
Comparison with existing literature
The findings of this paper align with these past studies that have identified that curriculum
inflexibility is associated with low teacher discretion and high burnout risk (Collie and Carroll,
2023; Alamoudi, 2023). Consistent with the Self-Determination Theory and Expectancy-Value
Theory, the results highlight the significance of autonomy, competence and task value in
maintaining teacher motivation.
Also, the research is an expansion of the previous studies that presented the long-term
impacts of curriculum repetition, as opposed to emphasizing short-term instructional practices
only. Although previous researchers have fixed a positive correlation between teacher motivation
and student performance (Sims et al., 2025), the current results prove the role of the long-term
curriculum stagnation in interrupting the correlation because of deteriorating teacher engagement
over the years. This effect seems to be magnified in times of increased stress levels, including
times of educational disruption, in which rigidity increases the risk of burnout (Raducu and
Stanculescu, 2022).
Table 1
Thematic synthesis of findings
Theme Representative studies Key finding
Curriculum rigidity and
autonomy
OECD (2024); Collie &
Carroll (2023); Alamoudi
(2023)
Inflexible curricula constrain
teacher decision-making and
reduce intrinsic motivation.
Workload and burnout Skaalvik & Skaalvik (2021);
Madigan et al. (2023)
Persistent job demands
increase emotional
exhaustion and reduce
professional efficacy.
Institutional support Pietarinen et al. (2021);
Pyhältö et al. (2021)
Supportive leadership and
collaboration buffer negative
motivational effects.
EFL-specific contexts Alamoudi (2023); Sato et al.
(2022)
Resource constraints
uniquely affect motivation in
language teaching.
Adaptive practices Tikkanen et al. (2022);
Răducu & Stănculescu (2022)
Flexible materials and
professional development
restore engagement.
CONCLUSIONS
In this paper, the repeated use of the same curriculum content over a long time period was
synthesized and discussed in the literature in the context of motivation among English teachers in
secondary schools. The reviewed literature suggests that the long-term use of the invariant
Vol. 13/ Núm. 1 2026 pág. 3681
instructional material was correlated with the decreased teacher motivation, the lack of the
pedagogic creativity, and the low rates of professional engagement. These results established the
fact that the repetitions of the curriculum played the role of a structural factor affecting motivation
processes in the work of the teachers especially in those settings where the chances to adapt
materials were scarce.
The paper has also indicated that the adverse motivational impact of repeated use of the
same material was neutralized by institutional support, flexibility of curriculum and professional
development. The schools which embraced instructional renewal and teacher autonomy
demonstrated greater teacher engagement, which supported the significance of organizational
conditions in the maintenance of motivation in the long run.
The significance of this research to the field is that it helped in the expansion of the existing
body of literature on the motivation of teachers by undertaking a narrow study on the subject of
long-term repetition of the curriculum in secondary English education. The synthesis of empirical
and theoretical research led to the expansion of the knowledge base about the role of instructional
design choices in teacher well-being and high-quality instruction into the long-term classroom
practices.
Regarding practical implication, the research findings indicated that the application of
flexible curricular models and ongoing professional development programs were beneficial in
educational institutions to facilitate instructional innovation. These measures were proved to be
critical in keeping teachers motivated and making teaching sustainable.
To sum up, the paper has identified the necessity of future research to consider the empirical
point of view empirically (qualitative, quantitative or mixed-method) to test these relationships
in certain educational environments through longitudinal studies. These guidelines were found to
be required to further comprehend the concept of curriculum sustainability and teacher
involvement in learning English language.
Recommendations
Combining standardization of curriculum with regular renewal periods, autonomy of
teachers to adjust curriculum materials, and long-term professional growth should be embraced
in educational institutions. Empirical studies in the future should empirically investigate these
relationships in secondary EFL settings with sound designs (e.g. longitudinal studies, validated
measures of motivation) to find out under which circumstances curriculum stability contributes
to teacher motivation and student engagement.
instructional material was correlated with the decreased teacher motivation, the lack of the
pedagogic creativity, and the low rates of professional engagement. These results established the
fact that the repetitions of the curriculum played the role of a structural factor affecting motivation
processes in the work of the teachers especially in those settings where the chances to adapt
materials were scarce.
The paper has also indicated that the adverse motivational impact of repeated use of the
same material was neutralized by institutional support, flexibility of curriculum and professional
development. The schools which embraced instructional renewal and teacher autonomy
demonstrated greater teacher engagement, which supported the significance of organizational
conditions in the maintenance of motivation in the long run.
The significance of this research to the field is that it helped in the expansion of the existing
body of literature on the motivation of teachers by undertaking a narrow study on the subject of
long-term repetition of the curriculum in secondary English education. The synthesis of empirical
and theoretical research led to the expansion of the knowledge base about the role of instructional
design choices in teacher well-being and high-quality instruction into the long-term classroom
practices.
Regarding practical implication, the research findings indicated that the application of
flexible curricular models and ongoing professional development programs were beneficial in
educational institutions to facilitate instructional innovation. These measures were proved to be
critical in keeping teachers motivated and making teaching sustainable.
To sum up, the paper has identified the necessity of future research to consider the empirical
point of view empirically (qualitative, quantitative or mixed-method) to test these relationships
in certain educational environments through longitudinal studies. These guidelines were found to
be required to further comprehend the concept of curriculum sustainability and teacher
involvement in learning English language.
Recommendations
Combining standardization of curriculum with regular renewal periods, autonomy of
teachers to adjust curriculum materials, and long-term professional growth should be embraced
in educational institutions. Empirical studies in the future should empirically investigate these
relationships in secondary EFL settings with sound designs (e.g. longitudinal studies, validated
measures of motivation) to find out under which circumstances curriculum stability contributes
to teacher motivation and student engagement.
Vol. 13/ Núm. 1 2026 pág. 3682
REFERENCES
Alamoudi, K. (2023). The relationship between perceived autonomy and work burnout amongst
EFL teachers. International Journal of Research in Education and Science, 9(2), 389–406.
https://doi.org/10.46328/ijres.3053
Bima, M. F., & Adi, S. S. (2021). Classroom Environment, Students Motivation, and Speaking
Anxiety Among Vocational High School Students in English Lesson. Erudio Journal of
Educational Innovation, 8(1), 83-94. Badilla, D. C., & Núñez, V. M. (2020). Lexical
Errors in EFL Students’ Written Production. LETRAS, 68, 175-198.
https://doi.org/10.15359/rl.2-68.7
Bullard, A. J., & Bahar, A. K. (2023). Common barriers in teaching for creativity in K-12
classrooms: A literature review. Journal of Creativity, 33(1), 100045. Advances in
Language and Literary Studies, 6(1), 72-80 https://doi.org/10.1016/j.yjoc.2023.100045
Collie, R. J., & Carroll, A. (2023). Autonomy-pressure profiles among teachers. Teaching and
Teacher Education, 124, 103998. https://doi.org/10.1016/j.tate.2022.103998
Gunn, T. M., & McRae, P. A. (2021). Better understanding the professional and personal factors
that influence beginning teacher retention in one Canadian province. International Journal
of Educational Research Open, 2, 100073. https://doi.org/10.1016/j.ijedro.2021.100073 ,
6(1), 9-16.
Gregurić, S. (2021). Motivation for online learning in higher education: students of English
(Doctoral dissertation, University of Zagreb. Faculty of Teacher Education. Chair of
English Language Teacher Education).
Madigan, D. J., Kim, L. E., Glandorf, H. L., & Kavanagh, O. (2023). Teacher burnout and
physical health: A systematic review. International Journal of Educational Research, 119,
102173. https://doi.org/10.1016/j.ijer.2023.102173
Maruf, Z., Pratolo, B. W., Sari, O. W., & Ardinengtyas, A. (2022). Undiscovered Voices:
Motivation and Demotivation Factors in Learning English among Indonesian Orphan
Students. International Journal of Evaluation and Research in Education, 11(1), 441-448.
MOHAMMED, E., Dedo, M. A., & Tadesse, A. (2022). FACTORS INFLUENCING
STUDENTS’MOTIVATION IN READING ENGLISH TEXTS IN THREE SELECTED
SECONDARY SCHOOLS IN SENDAFA BEKE ADMINISTRATIVE TOWN:
GRADE 10 IN FOCUS (Doctoral dissertation, Haramaya University).
Organization for Economic Co-operation and Development. (2024). Curriculum flexibility and
autonomy. OECD Publishing.
Pietarinen, J., Pyhältö, K., Haverinen, K., Leskinen, E., & Soini, T. (2021). Is individual- and
school-level teacher burnout reduced by proactive strategies? International Journal of
School & Educational Psychology. https://doi.org/10.1080/21683603.2021.1942344
REFERENCES
Alamoudi, K. (2023). The relationship between perceived autonomy and work burnout amongst
EFL teachers. International Journal of Research in Education and Science, 9(2), 389–406.
https://doi.org/10.46328/ijres.3053
Bima, M. F., & Adi, S. S. (2021). Classroom Environment, Students Motivation, and Speaking
Anxiety Among Vocational High School Students in English Lesson. Erudio Journal of
Educational Innovation, 8(1), 83-94. Badilla, D. C., & Núñez, V. M. (2020). Lexical
Errors in EFL Students’ Written Production. LETRAS, 68, 175-198.
https://doi.org/10.15359/rl.2-68.7
Bullard, A. J., & Bahar, A. K. (2023). Common barriers in teaching for creativity in K-12
classrooms: A literature review. Journal of Creativity, 33(1), 100045. Advances in
Language and Literary Studies, 6(1), 72-80 https://doi.org/10.1016/j.yjoc.2023.100045
Collie, R. J., & Carroll, A. (2023). Autonomy-pressure profiles among teachers. Teaching and
Teacher Education, 124, 103998. https://doi.org/10.1016/j.tate.2022.103998
Gunn, T. M., & McRae, P. A. (2021). Better understanding the professional and personal factors
that influence beginning teacher retention in one Canadian province. International Journal
of Educational Research Open, 2, 100073. https://doi.org/10.1016/j.ijedro.2021.100073 ,
6(1), 9-16.
Gregurić, S. (2021). Motivation for online learning in higher education: students of English
(Doctoral dissertation, University of Zagreb. Faculty of Teacher Education. Chair of
English Language Teacher Education).
Madigan, D. J., Kim, L. E., Glandorf, H. L., & Kavanagh, O. (2023). Teacher burnout and
physical health: A systematic review. International Journal of Educational Research, 119,
102173. https://doi.org/10.1016/j.ijer.2023.102173
Maruf, Z., Pratolo, B. W., Sari, O. W., & Ardinengtyas, A. (2022). Undiscovered Voices:
Motivation and Demotivation Factors in Learning English among Indonesian Orphan
Students. International Journal of Evaluation and Research in Education, 11(1), 441-448.
MOHAMMED, E., Dedo, M. A., & Tadesse, A. (2022). FACTORS INFLUENCING
STUDENTS’MOTIVATION IN READING ENGLISH TEXTS IN THREE SELECTED
SECONDARY SCHOOLS IN SENDAFA BEKE ADMINISTRATIVE TOWN:
GRADE 10 IN FOCUS (Doctoral dissertation, Haramaya University).
Organization for Economic Co-operation and Development. (2024). Curriculum flexibility and
autonomy. OECD Publishing.
Pietarinen, J., Pyhältö, K., Haverinen, K., Leskinen, E., & Soini, T. (2021). Is individual- and
school-level teacher burnout reduced by proactive strategies? International Journal of
School & Educational Psychology. https://doi.org/10.1080/21683603.2021.1942344
Vol. 13/ Núm. 1 2026 pág. 3683
Pyhältö, K., Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2021). Teacher burnout
profiles and proactive strategies. European Journal of Psychology of Education, 36(1),
219–242. https://doi.org/10.1007/s10212-020-00465-6
Răducu, C.-M., & Stănculescu, E. (2022). Teachers’ burnout risk during the COVID-19
pandemic. Frontiers in Psychiatry, 13, 870098.
https://doi.org/10.3389/fpsyt.2022.870098
Sato, M., Fernández Castillo, F., & Oyanedel, J. C. (2022). Teacher motivation and burnout of
English-as-a-foreign-language teachers: Do demotivators really demotivate them?.
Frontiers in psychology, 13, 891452.
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van
Herwegen, J., & Anders, J. (2025). Effective teacher professional development: New
theory and a meta-analytic test. Review of Educational Research, 95(2), 213-254.
https://doi.org/10.3102/00346543231217480
Subakthiasih, P., & Putri, I. G. A. V. W. (2020). An analysis of students’ motivation in studying
English during COVID-19 pandemic. Linguistic, English Education and Art (LEEA)
Journal, 4(1), 126-141.
Skaalvik, E. M., & Skaalvik, S. (2021). Teacher burnout: Relations between dimensions of
burnout, perceived school context, job satisfaction and motivation for teaching. Teachers
and Teaching. https://doi.org/10.1080/13540602.2021.1913404
Sato, M., Fernández Castillo, F., & Oyanedel, J. C. (2022). Teacher motivation and burnout in
EFL contexts. Frontiers in Psychology, 13, 891452.
https://doi.org/10.3389/fpsyg.2022.891452
Tikkanen, L., Haverinen, K., Pyhältö, K., & Soini, T. (2022). Differences in teacher burnout
between schools. Frontiers in Education, 7, 858896.
https://doi.org/10.3389/feduc.2022.858896
Villocino, H., & Villocino, R. (2025). Teaching quality: Its influence on learning experiences and
engagement of learners. International Journal of Interdisciplinary Viewpoints, 1(4), 346-
375. https://doi.org/10.64612/ijiv.v1i4.24
Wang, W., & Shakibaei, G. (2025). Exploring the correlation between teacher work motivation
and engagement in online classes: The mediating role of job satisfaction. BMC
Psychology, 13, 516. https://doi.org/10.1186/s40359-025-02857-z
Wu, W. C. V., Yang, J. C., Scott Chen Hsieh, J., & Yamamoto, T. (2020). Free from demotivation
in EFL writing: The use of online flipped writing instruction. Computer Assisted
Language Learning, 33(4), 353-387.
Xu, F., Wang, L., & Xu, J. (2025). The impact of teachers’ motivating style and student-teacher
relationships on adolescents’ class participation: The indirect role of learning motivation.
Acta Psychologica, 257, 105105. https://doi.org/10.1016/j.actpsy.2025.105105
Pyhältö, K., Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2021). Teacher burnout
profiles and proactive strategies. European Journal of Psychology of Education, 36(1),
219–242. https://doi.org/10.1007/s10212-020-00465-6
Răducu, C.-M., & Stănculescu, E. (2022). Teachers’ burnout risk during the COVID-19
pandemic. Frontiers in Psychiatry, 13, 870098.
https://doi.org/10.3389/fpsyt.2022.870098
Sato, M., Fernández Castillo, F., & Oyanedel, J. C. (2022). Teacher motivation and burnout of
English-as-a-foreign-language teachers: Do demotivators really demotivate them?.
Frontiers in psychology, 13, 891452.
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van
Herwegen, J., & Anders, J. (2025). Effective teacher professional development: New
theory and a meta-analytic test. Review of Educational Research, 95(2), 213-254.
https://doi.org/10.3102/00346543231217480
Subakthiasih, P., & Putri, I. G. A. V. W. (2020). An analysis of students’ motivation in studying
English during COVID-19 pandemic. Linguistic, English Education and Art (LEEA)
Journal, 4(1), 126-141.
Skaalvik, E. M., & Skaalvik, S. (2021). Teacher burnout: Relations between dimensions of
burnout, perceived school context, job satisfaction and motivation for teaching. Teachers
and Teaching. https://doi.org/10.1080/13540602.2021.1913404
Sato, M., Fernández Castillo, F., & Oyanedel, J. C. (2022). Teacher motivation and burnout in
EFL contexts. Frontiers in Psychology, 13, 891452.
https://doi.org/10.3389/fpsyg.2022.891452
Tikkanen, L., Haverinen, K., Pyhältö, K., & Soini, T. (2022). Differences in teacher burnout
between schools. Frontiers in Education, 7, 858896.
https://doi.org/10.3389/feduc.2022.858896
Villocino, H., & Villocino, R. (2025). Teaching quality: Its influence on learning experiences and
engagement of learners. International Journal of Interdisciplinary Viewpoints, 1(4), 346-
375. https://doi.org/10.64612/ijiv.v1i4.24
Wang, W., & Shakibaei, G. (2025). Exploring the correlation between teacher work motivation
and engagement in online classes: The mediating role of job satisfaction. BMC
Psychology, 13, 516. https://doi.org/10.1186/s40359-025-02857-z
Wu, W. C. V., Yang, J. C., Scott Chen Hsieh, J., & Yamamoto, T. (2020). Free from demotivation
in EFL writing: The use of online flipped writing instruction. Computer Assisted
Language Learning, 33(4), 353-387.
Xu, F., Wang, L., & Xu, J. (2025). The impact of teachers’ motivating style and student-teacher
relationships on adolescents’ class participation: The indirect role of learning motivation.
Acta Psychologica, 257, 105105. https://doi.org/10.1016/j.actpsy.2025.105105
Vol. 13/ Núm. 1 2026 pág. 3684
YUSUF, Y. Q., INAYAH, N., & MUTIARANI, M. (2020). Teachers' reinforcement: Building
students' motivation to learn English. International Journal of Language Studies, 14(4).
YUSUF, Y. Q., INAYAH, N., & MUTIARANI, M. (2020). Teachers' reinforcement: Building
students' motivation to learn English. International Journal of Language Studies, 14(4).