Abstract

In 2013, Dornyei introduced the Directed Motivational Current (DMC) theory, gaining academic attention for focusing on personal goals and aspirations in second language (L2) education. Most research discusses DMC dimensions and their application to L2 learners, but there is a gap in studies on whether DMC exists among L2 teachers. This study uses qualitative research to explore a Mandarin teacher’s intense and enduring motivation in an Indonesian Islamic secondary school. It aims to identify a core feature of DMC in the teacher’s motivation and confirm the effectiveness of its structure. The findings show that the teacher’s motivation demonstrates characteristics such as aiming for long-term goals, having a significant contributing structure, and positive emotions, highlighting the practical value of the DMC framework in supporting long-term motivation among L2 teachers.

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