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    Investigating and facilitating directed motivational currents of a language teacher through enhancement mentoring : a case study
    (Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Eker Uka, Ecem
    In the context of the changing educational landscape in Turkey, this single-case study examines the process by which Directed Motivational Currents (DMCs) are initiated, maintained, and facilitated in the professional life of an in-service English language teacher. This study concentrates on the role of Enhancement Mentoring as a structure that supports long-term motivational engagement, as it is situated within the Complex Dynamic Systems Theory (CDST) framework. Through weekly logbooks and motivational graphs, mentoring session notes, and in-depth interviews, the participant, a dedicated English teacher, was observed for an eleven-week period. During this time, extensive qualitative data were gathered. Using an a priori and emergent coding strategy and hybrid thematic analysis through MaxQDA, the study identifies both micro-level (daily) and macro-level (weekly) motivational fluctuations. The findings reveal that the teacher experienced a vivid and sustained DMCs trajectory, characterized by vision-driven behavior, dynamic emotional engagement, and increased instructional innovation. The study also demonstrates that Enhancement Mentoring functioned as a salient facilitative structure and a dynamic scaffold, reinforcing the participant's pedagogical vision, promoting reflective practice, and assisting in the regulation of motivational dips. Specifically, mentoring fostered greater clarity, motivational regulation, and resilience during challenges, reinforcing the momentum of the DMC. This study contributes to the growing body of research on teacher motivation by presenting a detailed, context-specific model that integrates theoretical insights from DMCs and CDST with empirical evidence from authentic classroom practice. The research offers pedagogical implications for teacher education and professional development, particularly in designing mentoring systems that support long-term motivational sustainability. It underscores the necessity of equipping language teachers with personalized mentoring tools to sustain high-quality engagement and vision-oriented growth in complex teaching environments.