Levels Of Intrinsic Motivation Research Articles

Development of a platform for state online education services: Design concept based on meta-universe

AbstractThe incorporation of metaverse technology in education, particularly within standardized state educational frameworks, holds promise for significant improvements in learning outcomes. This study aimed to assess the effectiveness of integrating an online metaverse platform into state educational services, thereby fostering the development of digital environments. A total of 278 students from middle and high school levels in China participated in the study. Academic achievement tests, alongside the Engagement Level Scale (ELS) and Motivation Level Scale (MLS), were employed as measurement tools. The utilization of the metaverse platform, hosting the state-approved curriculum for seventh and tenth grades, resulted in notable enhancements in students’ academic performance, engagement, and motivation. Among seventh graders, the most significant improvements in academic performance were observed in mathematics (5.897), literature (5.101), and history (5.767). For tenth graders, enhancements were noted in Chinese language (7.500), literature (5.800), and chemistry (5.650). Moreover, improvements in engagement and motivation were statistically significant. Seventh graders in the experimental group exhibited higher levels of intrinsic motivation (6.45), extrinsic motivation (5.28), and self-regulation (7.18) compared to the control group. For tenth graders, the respective increases were 5.70, 4.00, and 4.65 for each subscale. The practical and scientific significance lies in demonstrating the potential of enhancing educational outcomes and student motivation through the implementation of an online metaverse platform, which could be integrated into state school curricula.

The Impact of Gamification Depth on Higher Educational Students’ Intrinsic Motivation and Performance Levels

Most studies on gamified learning have neglected gamification depth, which has motivated the current study to identify the impact of gamified depth on students’ intrinsic motivation and performance levels. A quasi-experimental approach was employed, which involved a total of 117 undergraduate students divided into control ( n = 57) and experimental ( n = 60) groups. The students were exposed to two gamified platforms, namely Kahoot! for shallow gamification and Classcraft for deep gamification, over four weeks. The Intrinsic Motivation Inventory (IMI) served to measure changes that occurred in students’ intrinsic motivation levels and the achievement test in the final lesson. Paired t-tests, an independent t-test and regression analysis were conducted to test the study hypothesis. Deep gamification significantly increased learners’ intrinsic motivation level (+0.1845), while shallow gamification decreased it (−0.6439). Contrarily, students in the shallow gamified learning environment achieved a higher performance with a mean value of 73.42 compared to the counterparts in a deep gamified environment (50.83). Students’ language mastery, interest, attitude and familiarity with technology were postulated to impact the study outcomes. Distinct subjects, age groups and a suitable experiment period are recommended for future studies to develop a proper gamified depth framework in the educational sector.

Examining associations between goal and attribute framing, HIV treatment motivation, and affective responses: A mixed methods study of patient thoughts and perceptions

AbstractThe use of framing in persuasive health communications considerably affects health behaviour, but our understanding of how framing influences patient motivation to take HIV treatments remains limited. This study examined how goal and attribute framing are related to the motivational and affective responses linked to HIV treatment adherence behaviours. The predominantly low‐income, African American sample (n = 30) consisted of HIV patients living in Chicago and Los Angeles who reported their thoughts and perceptions regarding HIV treatment in two previous studies. We performed content analysis on data consisting of a total of 119 thoughts and perceptions, categorized the data by type of framing expressed (goal, attribute), and determined correlations between framing type, treatment‐related motivation (i.e., intrinsic, extrinsic, approach, avoidance) and affective responses (i.e., positive, negative). Goal framed thoughts were classified as either gain‐ or loss‐framed. We found that goal framed thoughts highlighting the gains associated with medication adherence were associated with higher levels of intrinsic motivation than either goal framed thoughts highlighting losses or attribute framed thoughts (p < .02). There were no significant associations between type of framing and patients' extrinsic, approach, or avoidance treatment motivations. Negative affect related more strongly to attribute framed thoughts and perceptions than to either gain‐ or loss‐framed thoughts (p < .001). Findings suggest that gain framing may be associated with stronger and more consistent adherence and treatment engagement among HIV patients with a promotion‐oriented self‐regulatory focus. Future studies are needed to evaluate the relative effect of framing manipulations on actual changes in HIV treatment adherence across time.

The Predictors of Academic Motivation of University Students During COVID-19 Pandemic

Given the salience of personal and environmental-related factors in young people’s motivation during COVID-19, this study investigated if positive future expectations, social-emotional learning (SEL) skills, and perceived social support were related to university students’ intrinsic and extrinsic academic motivation and amotivation as well as if their academic motivations differed according to gender. Using a convenient sampling method, 805 university students (54% female) participated in the study in the spring semester of 2020-2021, during COVID-19 lockdowns. The results of multiple linear regression showed positive relations of positive future expectations and SEL skills with intrinsic and extrinsic academic motivations and negative relations with amotivation levels of university students. In addition, the results indicated a significant positive relationship between perceived social support and extrinsic motivation, yet no significant relation between intrinsic motivation and amotivation levels. Moreover, female students' intrinsic and extrinsic motivation levels were higher and their amotivation levels were lower than those of male students, with low effect sizes. The findings pointed to theoretical, research, and practical implications, which could be interpreted in a cultural context during COVID-19.

Unlocking the Science of Physical Endurance: Training Techniques and Biological Factors

This study examines the many elements influencing endurance performance in university students, including training routines, psychological fortitude, hereditary tendencies, and environmental adjustments. Data was gathered from 38 university students engaged in endurance sports using a descriptive methodology. The results reveal a significant commitment to endurance training since individuals typically participate in four sessions each week, each lasting around 60 minutes. Psychological resilience plays a significant role, with 82% of participants showing strong levels of intrinsic motivation and 74% displaying mental toughness in overcoming obstacles. 37% of participants have a family history of endurance performance, while 29% are interested in genetic testing, showing differing views on hereditary effects on performance. Performance outcomes are greatly impacted by environmental conditions, such as altitude training (42%), and heat acclimatisation (63%), which are often used tactics. The physiological examinations show an average VO2 max of 50 ml/kg/min, along with a muscle fibre composition consisting of 55% slow-twitch fibres and 45% fast-twitch fibres. The results highlight the intricate nature of elements influencing endurance performance in university students, emphasising the need for customised support systems. Universities can enhance performance outcomes and foster comprehensive athlete development by considering physiological, psychological, genetic, and environmental factors. This study enhances comprehension of the complex aspects of endurance performance in university students, offering valuable insights for improving athletic training and support programmes. Coaching recommendations should customise training programmes based on individual athlete requirements, utilising strong intrinsic motivation and mental resilience to create a favourable training atmosphere and enhance performance results. Keywords: Endurance Performance, University Students, Psychological Resilience.

Physical Activity and Self-Determination towards Exercise among Esports Athletes

BackgroundEsports is competitive video gaming, performed within teams or individually, across multiple genres. Players are required to be sedentary for extended periods and require a high-level of cognitive skills for successful competitive performance. There are conflicting findings within the physical activity research in the esports industry. The aim of this research is to explore self-reported physical activity through accelerometer-assessed physical activity, to gain a better insight into the physical activity behaviours of international e’athletes.MethodParticipants (n = 796) across multiple popular esports games, holding any in-game rank, competing at any level, were recruited. The survey consisted of demographic details, esports experience, the International Physical Activity Questionnaire-Long Form (IPAQ-LF), and Behavioural Regulations towards Exercise Questionnaire (BREQ-3). Within a convenience sample, local intervarsity e’athletes (n = 18) were recruited to wear a wrist-worn accelerometer to measure physical activity for 7-days and then complete the survey. Results from the accelerometers were compared to the survey results to explore physical activity reporting within this population.ResultsWhen comparing IPAQ-LF to accelerometer data, players significantly over-report moderate-to-vigorous physical activity and weekly MET-min− 1 (p = .018, r = .63 and p ≤ .001, r = .92). The BREQ-3 showed that e’athletes categorised as high physical activity displayed significantly higher levels of intrinsic motivation, when compared to players categorised as low and moderate physical activity.ConclusionsE’athletes significantly over report physical activity time when measured through the IPAQ-LF, suggesting previous surveys may overestimate physical activity and further research is needed. Given the exponential growth of the industry and the level of physical inactivity, esports may contribute to global physical inactivity levels.

The effect of background Turkish music on developing and supporting intrinsic motivation in preschool period

AbstractThis study aimed to examine the effect of Turkish Music, which is played in the background in preschool education environments, on the intrinsic motivation levels of children in the preschool period. The study used a “quasi-experimental pretest-posttest control group design with retention test”, one of the quantitative research models. The study group of the study consists of 21 children aged 48–72 months, who were selected by purposive sampling method, attending the kindergartens of primary schools affiliated to the Ministry of National Education in the city center of Tokat, Türkiye. The “Motivation Scale for Preschool Children (DMQ18)” was employed as a data collection tool to measure the motivation levels of children. In the study, while routine training activities were applied in the experimental group, Turkish Music pieces selected in accordance with each activity were played in the background. In the experimental group, background Turkish Music was played five days a week for four weeks. In the control group, the teacher practiced only daily activities. The study found a significant difference between the control and experimental group post-tests in favor of the experimental group. The study contributed to the literature as the first study to reveal that Turkish Music, which is played in the background during activities in preschool educational environments, makes a significant contribution to the intrinsic motivation levels of children.

Motivation And Engagement Towards Face-To-Face Classes Of Indigenous Students Of Aglalana Integrated School

This study was conducted to determine the level of motivation and engagement among indigenous students towards face to- face learning at Aglalana Integrated School, Dumarao Capiz, S.Y. 2022-2023. The specific objectives were: 1.) What is the level of motivation of indigenous students as a whole and when grouped according to socio-demographic factors such as age, sex, ethnic classification, family monthly income, parents’ occupation, and educational attainment? 2.) What is the level of engagement as a whole and when grouped according to socio-demographic profile? 3.) Are there significant differences in the level of motivation as a whole and when grouped according to socio-demographic profile? 4.) Are there significant differences in the level of engagement as a whole and when grouped according to socio-demographic profile? 5.) Are there significant relationships between the level of motivation and engagement? Respondents of the study were 47 indigenous students of Aglalana Integrated School who were 13-17 years old, males, with parents who were college level with a family monthly income of below 5,000.00. A descriptive research design was used, and an adapted questionnaire was utilized to gather data. Data were analyzed using descriptive statistics, mean and standard deviations, while inferential statistics, Analysis of Variance (ANOVA), Least Significant Difference (LSD), and Pearson Product Correlation Coefficient were used to analyze the inferential data and relationships among variables. Results showed that respondents had “high” motivation and engagement toward the face-to-face classes. It was also found there were significant differences in the levels of intrinsic and extrinsic motivation as to grade level and sex, but significant differences in the levels of intrinsic motivation existed between fathers’ educational attainment, while the rest of the variables revealed no difference at all. There were significant differences in the level of engagement in terms of liking for learning, liking for school, effort and persistence, cognitive learning, and overall levels of engagement as to grade level and age. Coherently, a significant difference in the level of engagement in terms of cognitive learning as to fathers’ educational attainment, while the rest of the variables revealed no difference at all. Further, there were significant relationships between the levels of intrinsic motivation, extrinsic motivation,- and level of engagement toward - face-to-face learning.

Practical strategies to manage obesity in type 2 diabetes.

The rising phenomenon of obesity, a major risk factor for the development and progression of type 2 diabetes, is a complex and multifaceted issue that requires a comprehensive and coordinated approach to be prevented and managed. Although novel pharmacological measures to combat obesity have achieved unprecedented efficacy, a healthy lifestyle remains essential for the long-term success of any therapeutic intervention. However, this requires a high level of intrinsic motivation and continued behavioural changes in the face of multiple metabolic, psychological and environmental factors promoting weight gain, particularly in the context of type 2 diabetes. This review is intended to provide practical recommendations in the context of a holistic, person-centred approach to weight management, including evidence-based and expert recommendations addressing supportive communication, shared decision-making, as well as nutritional and pharmacological therapeutic approaches to achieve sustained weight loss.

Update on the use of gamified educational resources in the development of cognitive skills

Introduction: the use of game elements and game design techniques in content unrelated to the same is known as gamification. It is likely that gamified environments generate a fruitful scenario to evoke complex processes within higher nervous activity and thus develop cognitive skills. This facilitates its application for educational purposes. The objective was to characterize the use of gamified educational resources in the development of cognitive skills. Method: a total of 27 articles in Spanish and English were reviewed, from Pubmed, Scielo and Scopus; using as keywords: gamification, game, cognition, being more than 50% of the last five years.Result: gamification improves the services in which it is applied through playful experiences, it can positively influence aspects of the student experience such as level of interest, intellectual intensity and intrinsic motivation, by providing opportunities for autonomy, relationship and competition. There is a strong need for further exploration and experimentation to provide a gamified design that meets user preferences, tailored to individual characteristics. Conclusions: Gamified educational environments facilitate learning like a game. Through gamification it seems to increase motivation, commitment, active interaction, level of interest, critical thinking, intellectual intensity and intrinsic motivation. The effectiveness of gamification largely depends on the use of different game features and how they are implemented

Exploring News Media Literacy and its Dimensions

Our civic and democratic participation mostly relies on the quality of the news we consume. In this study, news media literacy dimensions are explored. It looks at how intrinsic motivation, news media skepticism, and media locus of control relate to one's knowledge of news media. It adopted the measure of news media literacy, which defines who a news media literate is. Through a two-part questionnaire on a media knowledge test and self-reported news literacy dimensions sent to Grade 11 students of a Philippine private high school, results show that the students have a low news media literacy level. The absence of a news literacy course is considered a reason for this. Results also challenge the idea that higher news literacy levels result in higher levels of intrinsic motivation, news media skepticism, and media locus of control. Although the results indicate evidence of these factors, knowledge structure appears irrelevant in one's motivation to consume and engage in news media, levels of news media skepticism, and media locus of control. Recent news literacy studies have identified other factors, such as the need for cognition and social norms, as legitimate considerations when understanding news literacy dimensions. These findings lead to the importance of adding news literacy competencies, which are recommended for the high school curriculum. Further research on other dimensions, such as those identified earlier, is recommended as news literacy is a developing area of news media literacy study.

Students’ Motivation and Academic Engagement in Alternative Learning System

Examining the factors that might have led students to continue the ALS program in spite of the difficulties they encountered is worth noting. This study sought to determine the level of motivation of ALS students in terms of intrinsic and extrinsic, the extent of academic engagement of ALS students in terms of timeliness of submission and quality of the output, and the significant relationship between the level of motivation and academic engagement. This was conducted among the one hundred fifteen (115) respondents from the ten (10) ALS Community Learning Centers (CLC) in West II District, Gingoog City, for the School Year 2022-2023. A researcher-made questionnaire, which was pilot-tested to establish internal consistency and reliability, was used. The study utilized statistical measures such as the mean, standard deviation, and Pearson Product Moment Correlation Coefficient (r) to determine the significant relationship between academic engagement and motivation level. Because it directly benefits them and they inspire others to be ambitious and competitive, the study discovered that the respondents had very high levels of both intrinsic and extrinsic motivation. The respondents' high levels of academic engagement were also shown by the results, indicating a significant correlation between academic engagement and motivation. It is concluded that the students have strong internal fulfillment and willingness to engage in learning activities driven by external goals. Continuous guidance and inspiration from the learning facilitator are recommended.

Assessing the psychometric properties of the intrinsic motivation inventory in blended learning environments

This study investigates the validity and reliability of the Intrinsic Motivation Inventory (IMI) in the context of blended learning. In the digital age, the fusion of online components with traditional classroom instruction has become integral to modern pedagogy, giving rise to blended learning—a flexible approach accommodating diverse learning needs. In such multifaceted environments, intrinsic motivation emerges as pivotal for sustaining student engagement, bridging the gap between in-person and online learning components. Utilizing a quasi-experimental quantitative research design, the research focuses on first-year university students enrolled in a blended learning economics course. Thorough statistical analysis affirms the IMI's effectiveness in accurately measuring intrinsic motivation levels within the diverse framework of blended learning. The findings not only validate the IMI as a tool for assessing intrinsic motivation but also underscore its importance for educators. Understanding students' intrinsic motivation is essential for tailoring instructional strategies, identifying at-risk students, and proactively preventing potential dropouts in blended learning environments. The validation of the IMI enhances the accuracy of assessments, interventions, and program evaluations, ultimately contributing to the improvement of education quality for students engaged in the integrated format of traditional and online instruction.

Enhancing student’s conceptual understanding on the patterns of Mendelian genetics through task-based learning

Mendelian genetics are essential for students seeking to comprehend the complexities of inheritance; although fundamental, these biology concepts are difficult for students to understand. This study examined the effectiveness of task-based learning (TBL) in enhancing the students' conceptual understanding of the Patterns of Mendelian Genetics. A pretest and posttest quasi-experimental research design involved an experimental and a control group. An Intrinsic Motivation Inventory questionnaire was utilized to assess the level of intrinsic motivation for task evaluation for the experimental group. Paired t-test was used to compare the pretest and post-test results. Before the intervention, both groups had a low conceptual understanding of the topic. At the end of the intervention, both groups had significantly increased their performances from pretest to posttest scores. The study revealed that TBL is more effective than Traditional Lecture-Based Instruction (TLI), as seen in their enhanced student performance, implying the effectiveness of the TBL as an innovative instructional approach. Participants from the experimental group expressed enjoyment, competence, and ownership of their task activities, and they did not feel nervous and anxious about doing the tasks. Pearson r-correlation was used to establish a relationship among the variables. Perceived choice, pressure/tension, and student performance in the experimental group have low positive correlations, and perceived choice, interest/enjoyment, and performance have a negligible correlation. This approach is highly commendable for biology instruction. By illuminating the effectiveness of active learning in improving student’s conceptual understanding, this study bridges the gap between theoretical-practical gap in genetics via active learning effectiveness.

Ethical Leadership of Head Teachers and its Impact on Teachers’ Motivation at the Elementary Level

The present study employed a quantitative, descriptive research design to examine the impact of ethical leadership on elementary school teachers’ motivation in public elementary schools of a district in Punjab, Pakistan. It was a quantitative and descriptive study in nature. Considering the ethical guidelines, a questionnaire was administered to 400 randomly selected male and female elementary-level teachers. In developing the survey instrument, relevant literature was reviewed, and expert input was obtained to ensure the appropriateness of the questions for assessing the variables of interest. The confidentiality of the respondents was maintained throughout the data-gathering process. The collected data was statistically analyzed using SPSS software version 20, measuring means, and standard deviations. The results revealed a significant positive association between principals’ ethical leadership style - characterized by integrity, honesty, and considerate treatment of staff – and elevated intrinsic motivation levels among teachers. As educational leaders shape the culture in their institutions, these findings carry important implications. Promoting ethical leadership through enhanced training and modeling desired behaviors can improve teacher retention, performance, and job satisfaction. It can translate to better outcomes for students. Further in-depth inquiries through qualitative and longitudinal research across diverse settings can enrich understanding of this phenomenon and aid the development of context-specific interventions leveraging ethical leadership to motivate teachers.

Influence of Cooperative Learning on Foreign Language Anxiety and Intrinsic Motivation of English Major Freshmen in China

In China, the English major freshmen can be easily influenced by anxiety, and the major choosing of higher education is made by students, for the learning of English speaking, whether it is stimulated by intrinsic motivation and its effect on learning is worth to explore. In foreign language learning field, the foreign language anxiety (FLA) and intrinsic motivation (IM) are extensively researched, but studies focus on English major students are few, methods to reduce the foreign language anxiety and promote the intrinsic motivation are also limited. Cooperative learning is widely used in foreign language teaching and learning, but few research focus on its influence on the affective factors of learners. As it is proved that the foreign language anxiety have negative influence on English learning and the intrinsic motivation is of positive effects, for Chinese students, the English speaking is the most difficult practical ability for them to learn. Therefore, helping them to reduce the foreign language anxiety and promote the intrinsic motivation is of significance. The current study involved a total of all 100 English major freshmen (from 2 classes, each 50 students) from one public university in China. Using a questionnaire aimed to explore their level of foreign language anxiety and intrinsic motivation and a cooperative learning course construction as research instruments. All students will be asked to do the questionnaire before and after a 10-weeks’ English speaking course, and all the 100 students will be divided into two group---experimental group (Group A) and control group (Group B), with the experimental group using the cooperative learning course construction in the English speaking course and the control group using the traditional teacher-centered teaching method. The main finding of this study is that the cooperative learning method can reduce the foreign language anxiety and promote the intrinsic motivation in the English speaking learning.

Design and assessment of a virtual reality learning environment for firefighters

The use of virtual reality (VR) in firefighter training is promising because it provides cost-effective, safe environments that arouse similar behavioral responses to real-life scenarios. However, the pedagogical potential of VR and its impact on learning outcomes compared to traditional methods is currently an under-explored area. This research investigates how well VR can support learning compared to traditional methods in the context of training firefighters in combating vegetation fires. A VR learning environment was developed, informed by a “design for learning” framework providing a pedagogical underpinning. A between-subjects experiment was conducted with 40 participants to measure the knowledge transfer of the VR learning environment against the official textbook. In addition, VR's theorized learning benefits of intrinsic motivation, situational interest, and self-efficacy were compared with textbook-based learning. Lastly, the design quality of the learning environment was assessed based on its learning and user experience. We employed a primarily quantitative approach to data collection and analysis, using a combination of knowledge test results and questionnaires, with supporting qualitative data from semi-structured interviews and observation notes to answer our hypotheses. The results found a significant difference between the knowledge transfer of both conditions, with textbook-based learning more effectively transferring factual and conceptual knowledge than VR. No significant difference was found in reported self-efficacy between the two conditions but was found in reported levels of intrinsic motivation and situational interest, which were higher in the VR condition. The design was found to have facilitated a good user and learning experience, assessed via questionnaire responses. During interviews, VR participants reported high levels of satisfaction with the experience, praising the hands-on learning approach and interactivity, while reporting frustration with the lack of knowledge reinforcement and initial difficulties with the controls. A key finding was that presence was found to be negatively associated with knowledge transfer, which we theorize to be caused by the novelty of the realistic VR environment distracting participants from the more familiar lesson content. This research contributes to the body of work related to knowledge transfer within VR in this domain while highlighting key pedagogical and design considerations that can be used to inform future design implementations.

Exercise behaviours and motivation after a first psychotic episode: A digital intervention.

Research has demonstrated that participation in aerobic exercise can have significant beneficial effects across both physical and mental health domains for individuals who are in the early phase of schizophrenia. Despite these notable benefits of exercise, deficits in motivation and a lack of methods to increase engagement are significant barriers for exercise participation, limiting these potentially positive effects. Fortunately, digital health tools have the potential to improve adherence to an exercise program. The present study examined the role of motivation for exercise and the effects of an automated digital text messaging program on participation in an aerobic exercise program. A total of 46 first-episode psychosis participants from an ongoing 12-month randomized clinical trial (Enhancing Cognitive Training through Exercise Following a First Schizophrenia Episode (CT&E-RCT)) were included in an analysis to examine the efficacy of motivational text messaging. Personalized motivational text message reminders were sent to participants with the aim of increasing engagement in the exercise program. We found that participants with higher levels of intrinsic motivation to participate in a text messaging program and in an exercise intervention completed a higher proportion of individual, at-home exercise sessions. In a between groups analysis, participants who received motivational text messages, compared to those who did not, completed a higher proportion of at-home exercise sessions. These results indicate the importance of considering a person's level of motivation for exercise and the potential utility of using individualized and interactive mobile text messaging reminders to increase engagement in aerobic exercise in the early phase of psychosis. We emphasize the need for understanding how individualized patient preferences and needs interplay between intrinsic motivation and digital health interventions for young adults.

The association among executive functions, academic motivation, anxiety and depression: a comparison between students with specific learning disabilities and undiagnosed peers

ABSTRACT Since COVID-19 pandemic started, schools had to face environmental changes, one was shifting from a face-to-face educational approach to online learning. It represented an unfavourable learning environment, especially for children with Specific Learning Disabilities (SpLD). Following the Self Determination Theory (SDT) framework, the current study investigated the differences in cognitive, emotional, and motivational domains between students with SpLD and undiagnosed peers, and the relations between executive functioning, emotional distress, and academic motivation. Participants included 97 Italian students, 47 with SpLD (average age of 10.9 years, SD = 1.35), and 50 undiagnosed peers (average age of 10.7 years, SD = 1.58) attending OL lectures during COVID-19. Results displayed lower executive functions (EFs), higher levels of emotional distress in students with SpLD. Furthermore, students with SpLD showed lower levels of identified and intrinsic motivation but higher levels of introjected motivation.

Exploring teacher leadership: A study of leadership practices among TESOL professionals in the Arab world

This exploratory study delves into the concept of teacher leadership within the Teaching of English to Speakers of Other Languages (TESOL) context in Qatar. It investigates the strategies employed by TESOL professionals to enhance their leadership practices and identifies factors influencing the realization of teacher leadership in this particular setting. Utilizing an interpretive approach, the study employs semi-structured interviews to collect qualitative data from TESOL professionals serving as teacher leaders in five different universities in Qatar. The findings reveal several strategies employed by teacher leaders to enhance their practices, including collaborative team efforts, maintenance of reflective diaries, participation in international conferences, attendance at professional development courses, and volunteering as editors and reviewers. These strategies support teacher leaders in their roles, facilitating on-the-job learning and keeping them abreast of new developments in English Language Teaching (ELT). The study also uncovers various factors that negatively impact teacher leaders’ practices. These include a lack of professional autonomy, the absence of teachers’ voices in the decision-making process, increased workload and accountability, and a lack of trust and support. Inadequate professional development opportunities and lower levels of intrinsic motivation hinder teacher leaders from developing leadership skills, acquiring knowledge, and shaping a strong leadership identity.