Investigating and facilitating directed motivational currents of a language teacher through enhancement mentoring : a case study

Eker Uka, Ecem

Investigating and facilitating directed motivational currents of a language teacher through enhancement mentoring : a case study

dc.contributor.author	Eker Uka, Ecem
dc.date.accessioned	2025-07-23T08:24:55Z
dc.date.available	2025-07-23T08:24:55Z
dc.date.issued	2025
dc.department	Sosyal Bilimler Enstitüsü
dc.description.abstract	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.
dc.identifier.citation	Eker Uka, E. (2025). Investigating and facilitating directed motivational currents of a language teacher through enhancement mentoring: a case study. (Yayımlanmamış Doktora tezi). Çağ Üniversitesi Sosyal Bilimler Enstitüsü İngiliz Dili Eğitimi Bölümü Ana Bilim Dalı, Mersin.
dc.identifier.uri	https://hdl.handle.net/20.500.12507/3426
dc.institutionauthor	Eker Uka, Ecem
dc.language.iso	en
dc.publisher	Çağ Üniversitesi, Sosyal Bilimler Enstitüsü
dc.relation.publicationcategory	Tez
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	Directed motivational currents (DMCs)
dc.subject	language teacher motivation
dc.subject	enhancement mentoring
dc.subject	complex dynamic systems theory (CDST)
dc.subject	qualitative case study
dc.subject	teacher development
dc.title	Investigating and facilitating directed motivational currents of a language teacher through enhancement mentoring : a case study
dc.type	Doctoral Thesis