For over 25 years, motivation has been considered to be an individual phenomenon that explains the direction (or initiation), intensity (or vigor), and duration (or perseverance) of voluntary behavior (Mitchell 1982 Mitchell, T. R. 1982. Motivation: New directions for theory, research, and practice. Academy of Management Review, 7(1): 80–88. [Crossref], [Google Scholar]). Applying these terms to teaching implies that teacher motivation is the psychological process underpinning what a teacher chooses to do, how much effort a teacher puts into what s/he does, and how long s/he will persist. Put simply, teacher motivation is a multifaceted construct with great potential to impact teachers' behavior. The valuable outcomes of motivated teachers are well-documented. Among school sites in Kentucky, North Carolina, and Maryland, teachers' motivational responses such as high levels of personal effort and commitment to school-wide educational goals predicted subsequent improvements in student achievement as defined by school-based performance award programs (Kelley, Heneman, and Milanowski 2002 Kelley, C., Heneman, H. and Milanowski, A. 2002. Teacher motivation and school-based performance awards. Educational Administration Quarterly, 38(3): 372–401.