TRACING INDONESIAN EFL TEACHERS’ MOTIVATION FROM PRE-SERVICE TO POST-CERTIFICATION: NARRATIVE INQUIRY

Abstract

This study examines the developmental trajectory of Indonesian EFL teachers’ motivation, responding to the limited research on how motivation changes across the transition from pre-service education to professional practice. Using a narrative inquiry design, data were collected through narrative frames and in-depth interviews with three certified teachers, then analyzed by tracing their experiences across phases and comparing patterns of motivational change. It resulted in five career phases, namely: Pre-service, Transition, Certification (PPG), Professional, and Reflective phases. The findings show that teacher motivation fluctuated across stages. While they started with varying levels of drive, motivation typically dropped during the stressful transition into the workforce due to job instability and feeling unprepared. However, the PPG certification program was a critical turning point, helping them rebuild their commitment and professional identity through structured training and peer support. Once in professional practice, their motivation stabilized but remained highly dependent on their daily teaching conditions, relationships, and how they redefined success. Ultimately, this research frames motivation as a fluid, ongoing process shaped by real-world context, highlighting the PPG program's vital role in keeping teachers engaged.