According to some commentators, targets set by the international community for bringing education to all children in developing countries are threatened by a teacher motivation crisis. For this crisis to be addressed, challenges to the motivation of teachers in such contexts need to be understood from perspectives both theoretical and comparative. Thus, motivation theory is required as well as analysis of the changes that have taken place in countries whose education systems have developed rapidly in recent decades. Stories of motivated teacher behaviour in such national contexts, which include the Sultanate of Oman, might be of relevance to educational reformers. Drawing upon self-determination theory, this article discusses the nature of the reported teacher motivation crisis in the developing world, highlights recent historical developments in Oman, considers the extent to which negative environmental influences on teacher motivation in Oman have been addressed and then looks for evidence of intrinsic motivation in case studies of Omani English teachers. Returning to the developing world, conclusions focus on how teachers’ psychological needs for relatedness, competence and autonomy can be met through educational policies that reduce negative influences on teacher motivation and provide both inspiring professional development opportunities and work environments characterized by respect.

According to some commentators, targets set by the international community for bringing education to all children in developing countries are threatened by a teacher motivation crisis. For this crisis to be addressed, challenges to the motivation of teachers in such contexts need to be understood...