日本における英語教師の動機づけ : システマティックレビュー

廣森 友人, 樫村 祐志, 中村 姫奈子, 神野 皓大, 奥貫 明子, 朝岡 里紗, 小金丸 倫隆

Teacher motivation influences not only student outcomes but also teacher retention and wellbeing. While recent research syntheses have outlined global trends in language teacher motivation, it remains unclear whether these patterns extend to local contexts. This study systematically reviews research on English teacher motivation published in Japan to clarify its characteristics and situate them within international scholarship. Guided by the Synthesis Methods and Reporting Tool (SMART; Chong, 2025), we analyzed 35 papers published between 2005 and 2022 in domestic outlets. Drawing on Lamb and Sahakyan’s (2024) three thematic foci—motivation to become a teacher, factors affecting teacher motivation, and motivation to develop professionally—we conducted quantitative coding and qualitative content analysis. Findings indicate that while Japanese studies broadly align with global research focus and designs, nearly half lacked an explicit theoretical framework. Each thematic category revealed contextual features but also methodological weaknesses, particularly the absence of longitudinal and intervention studies. This review integrates underrepresented Japanese research into the global conversation and highlights theoretical, methodological, and practical implications for sustaining teacher motivation in Japan.

全国英語教育学会誌

全国英語教育学会

37

17

32

https://doi.org/10.20581/jaselejournal.37.0_17