Influential aspects in teacher motivation towards working with students with disabilities

The purpose of this research is to investigate the variables that influence the motivation of teachers who work instructing students with specific disabilities in a diverse classroom environment, where they deploy inclusive actions and practices to respond to the specific needs of these students. With this objective, information is collected from ten participating teachers through a semi-structured interview protocol to examine the patterns and tendencies that this group of teachers declares regarding the variables that affect the daily performance of their educational work. The study, of a qualitative nature, is based on Grounded Theory. The inductive process guides the procedure that answers the research question, concluding that two variables impact and reinforce teachers' work: variables that dynamize their motivation and have a de facto impact on their motivated behavior when educating students with disabilities. It is also concluded that, despite all the challenges that inclusive education teachers face, they are facing their work with an altruistic and self-motivated spirit since they do not have sufficient support and training.