Abstract:
Distance education has become more essential and popular than ever in Turkey as in
other parts of the world due to the pandemic.It has become more popular because
when compared to the face-to-face education, the motivation to learn and teach has
been significantly affected by the transition to distance education.These conditions
have ledEnglish as a Foreign Language (EFL) teachers to go through new
experiences, such as adapting to the online teaching platform, as well as facing some
other challenges.There are many studies focusing on measuring
students’achievement and motivation on English language learning, but very few of
them focus on teachers' attitudes and motivation on English language teaching. For
this reason, this study aimed to investigate and analyze the factors affecting the
motivation of EFL teachers who teach online. The data of this researchwas compiled
from 46teachers working atIstanbul Aydin University English Preparatory School
(IAUEPS). The sample contained both Turkish and foreign teachers with some solid
background in English language teaching. This study triedto findout thefactors which
affect teachers’ motivation while teaching online by using questionnaires which are a
part of quantitative method design. The results indicated that there are three factors
affecting the motivation of EFL teachers teaching online, which are intrinsic factors,
extrinsic factors and retrospective factors. At the end of the study, findings could be
used to find solutions to the factors that affect teachers’ motivation negatively and/or
find ways to improve teachers’ motivation more
