The Effect of Professional Identity on Increasing Teaching Motivation for Mathematics Teachers

Abstract

This chapter aims to explore the relationship between mathematics teacher professional identity and their professional motivation for teaching, and the impact this has on the development of teaching performance and the achievement of teaching and learning goals including the development of student achievement, their attitudes and motivation to learn mathematics, and the appropriate tools for forming the professional identity of the mathematics teacher. Additionally, the authors analyze the implications of this relationship for the overall success of the teaching and learning process.