Why Do We Teach the Way We Do: Five Categories of Motivation
- Greg Mullen
- Aug 1
- 5 min read
I often catch myself thinking, “Why do I teach the way I teach?” Sometimes this comes after an exhausting day, or while trying something new that just didn’t feel right. Or perhaps you felt a jolt of inspiration during a workshop, but wondered later why some changes are easier to make than others. If so, you’re in good company.
As educators, our choices in the classroom are rarely as simple as “because it works” or “because I have to.” More often, we’re driven by a complex web of motivations; some obvious, some hidden, some we might not even realize until we really stop and reflect.
Beyond Single Reasons: The Five Categories of Motivation
I’ve spent years reflecting on what truly shapes my teaching. Along the way, I’ve found that five overlapping categories can help us unpack not just what we do, but why we do it, and why change can feel so challenging or even threatening.
1. Value Proposition
What do I believe my teaching approach delivers: for students, for myself, for the classroom? Sometimes it’s about maximizing learning, sometimes about making life more manageable, or even about avoiding burnout. This is the practical, “what’s in it for me (or them)?” motivator that looks at the specific benefits resulting from our combination of teaching strategies.
2. Decisional Balance
Every teaching move comes with trade-offs: more structure might mean less flexibility; a creative project might eat up content coverage. We’re constantly, sometimes unconsciously, weighing the pros and cons, sometimes feeling pulled in two directions at once. Anticipating the difficulty of a different strategy might be enough to keep us from trying something new.
3. Self-Efficacy
Many of us stick with what we know works, or shy away from risks if we fear failure, even if another approach might be shown to serve our students better or in more meaningful ways. Self-Efficacy explores whether we believe we can successfully pull off a change in strategy. Confidence (or self-doubt) in our abilities often tips the scales when it comes to considering whether what we're doing is the best way.
4. Identity
Our classroom isn’t just a workplace; it’s where our personal values, experiences, and self-concept meet our practice. Whether you see yourself as a guide, a facilitator, an expert, or an innovator, your identity shapes (and sometimes limits) your teaching. This can often come down to whether there's anyone you value that has attempted a particular change in strategy and, sometimes more significantly, whether there's anyone you very much do not value and do not wish to emulate in any small way.
5. Community
None of us teach in a vacuum. We’re influenced by our students, colleagues, leaders, families, and wider professional networks. Sometimes we adopt (or resist) certain strategies because of what’s expected (and what’s celebrated) within our community. Some of us are far more influenced by community than others, but none of us are completely devoid of this very human want for community. The point of this category is to reflect on what community means to you as a core value, as an influence on how you perceive certain ideals for behavior, and whether a particular change in teaching strategy aligns with those personal ideals.
How These Categories Intertwine (and Why Change Is Hard)
Most days, these motivations weave together seamlessly, often beneath our conscious awareness. But when we try to change, whether it’s a new strategy or a whole new paradigm, these layers can tug us in different directions.
A new approach might excite your sense of value (better outcomes!) but feel risky for your self-efficacy (can I really do this?).
A strategy might align with your identity as an innovator, but clash with your school’s community norms.
You may recognize the decisional balance (weighing the pros and cons) but feel held back by fear of letting go of what’s familiar.
In other words, change in teaching is rarely about “just learning a new trick.” It’s about shifting a constellation of motives; sometimes, one of those categories looms much larger than the others.
Why This Matters
Understanding these categories doesn’t just make us more self-aware; it makes us more compassionate toward ourselves and each other. If you’ve ever wondered why a colleague resists a new initiative, or why your own attempts at change stall out, chances are the answer lies in one or more of these overlapping motives.
An Invitation to Reflect
The next time you’re asked to change how you teach, or even if you’re just curious about your daily practice, try asking yourself:
Value Proposition: What do I hope this achieves (or prevents)?
Decisional Balance: What am I gaining, and what might I be giving up?
Self-Efficacy: How confident do I feel about making this work?
Identity: Does this fit who I am (or want to become) as an educator?
Community: Who supports or challenges this approach?
You may find your answer isn’t just one thing, but a rich tapestry of motivations, each worth noticing, honoring, and, when you’re ready, nudging gently toward growth.
Remember: Change isn’t just a matter of willpower or knowledge; it’s a process of realigning the many forces that shape our teaching. Understanding your “why” across these five categories can be the key to making meaningful, sustainable change in your practice and finding renewed purpose along the way.
Bringing It All Together: Motivation, Personality, and the Path to Change
As you reflect on your motivations for teaching the way you do, it’s worth remembering that each of us also brings a unique constellation of personality traits to these motivations. These traits, whether we’re naturally open to new experiences, value consistency, thrive on social connection, or prefer to process quietly, can powerfully shape what each motivation category looks like in our daily practice.
A highly conscientious educator might feel decisional balance more intensely, meticulously weighing each pro and con before embracing change.
An open-minded teacher may find their value proposition and identity categories quickly adapt to new ideas, embracing innovation as part of who they are.
Those who are socially driven might experience community as the most influential force, feeling more ready to change when colleagues are supportive.
Educators who are naturally cautious or risk-averse may experience self-efficacy and decisional balance as bigger hurdles, even when value and community support change.
Recognizing how your personality traits interact with these five categories of motivation can deepen your self-awareness in two essential ways:
Personality Self-Awareness
Understand your habitual tendencies and how you process change, what energizes or drains you, and what kinds of environments or routines you gravitate toward.
Motivational Self-Awareness
Reflect on which motivation categories carry the most weight for you in a given situation, and how those priorities shift as your context or mood changes.
By tuning your personal self into a relevant motivational landscape, you can more compassionately understand your own readiness or resistance to change as well as support others in theirs.
With this perspective, we can view change as not just about knowing what to do but about understanding who we are, what drives us, and how to leverage that insight for genuine, sustainable growth.
So as you explore new teaching strategies or consider bigger shifts in your practice, remember: sustainable change begins at the intersection of what motivates you and how you’re wired to respond. That’s where real transformation, both personally and professionally, can begin taking root and growing in environments you intentionally create.
Greg Mullen
Aug 1, 2025
