Exploring the Motivating and Demotivating Factors for CLIL Teachers: A Qualitative Research at Banking Academy of Vietnam

Abstract

This study investigates the motivating and demotivating factors influencing teachers engaged in Content and Language Integrated Learning (CLIL) at the Banking Academy of Vietnam. Employing a qualitative research design, in-depth interviews were conducted with five CLIL instructors to uncover intrinsic and extrinsic motivational elements. The Self-Determination Theory (SDT) framework was applied to analyze the findings, revealing a complex interplay of autonomy, competence, and relatedness in shaping teacher motivation. The results show the necessity for institutional support and professional development opportunities to enhance CLIL implementation and teacher satisfaction.