Seminar paper from the year 2024 in the subject Didactics - Sport, Sport Pedagogy, , language: English, abstract: This paper explores the motivational factors influencing physics teachers' instructional practices and examines their impact on students' interest in physics. Understanding the dynamics of motivation among teachers and its correlation with students' interests is crucial for enhancing science education.

Drawing upon existing literature, this paper identifies various motivational factors such as teacher beliefs, professional development opportunities, classroom environment, and intrinsic motivation. Additionally, it investigates how these factors shape instructional practices and subsequently affect students' interest in physics.

Through a comprehensive review of the existing literature, this paper aims to contribute to the understanding of the intricate relationship between teacher motivation and student engagement in the physics classroom. Insights from this study can inform educational policies and practices aimed at fostering a positive learning environment and promoting students' engagement and interest in physics.

Physics education plays a pivotal role in fostering scientific literacy and critical thinking skills among students. However, the effectiveness of physics instruction heavily relies on the motivational factors that drive teachers' instructional practices.

This paper aims to delve into the motivational factors influencing physics teachers' instructional approaches and their implications for students' interest in physics. By examining existing research literature, this study seeks to elucidate the interconnectedness between teacher motivation, instructional strategies, and students' interest in physics.

This paper highlights the critical role of motivational factors in shaping physics teachers' instructional practices and influencing students' interest in physics. By recognizing and addressing these motivational drivers, educational stakehol.