Much. Koiri, Zulidyana Dwi Rusnalasari, Muhammad Andrean Syahsurya, Widyastuti, Ayu Saraswati, Kenya Permata Kusumadewi, Ayunita Leliana, Uci Elly Kholidah, Laily Maulida Septiana Harti
This study aims to investigate the motivation of English teachers in sponsoring the habituation of reading and creative writing literacy practices in secondary schools in Surabaya, Indonesia. This study employed a mixed-methods approach with a sequential explanatory design to address the questions both statistically and qualitatively. One hundred seventy English teachers at secondary schools in Surabaya voluntarily participated in the study. The quantitative data were collected using a questionnaire developed from David McClelland's motivational theory, while the qualitative data were obtained through interviews and observations. Results of the study showed that teachers consistently reported high levels of affiliation, power, and achievement motivation, with power motivation being the most prominent driver in this context. This trend indicates that sponsoring literacy is viewed not merely as a relational (affiliation) or excellence-driven (achievement) endeavor but, importantly, as a domain for influence and authority (power). However, the study also reveals critical nuances. First, the self-reported characteristics of the main data require cautious interpretation and suggest the necessity for future triangulation through observational assessments. Second, the results reveal a gap between intrinsic motivation and external participation for certain teachers, influenced by systemic constraints such as low-SES milieu and diverse school cultures. Consequently, although teacher motivation is certainly a crucial factor for literacy sponsorship, its effectiveness relies on supportive institutional and societal frameworks. It can be concluded that this study confirms the significance of McClelland's framework for comprehending teacher motivation in specific educational positions such as literacy sponsorship. The results support a dual-focused approach: enhancing teachers' intrinsic motivational capital while simultaneously confronting the external ecological obstacles that may hinder its manifestation. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Faculty of Languages and Arts, Universitas Negeri Surabaya, East Java, Indonesia
