Motivation as the driving force for achieving success, pursuing goals and fulfilling objectives, is shaped and affected by intrinsic and extrinsic factors, psychological contract and work attitude. Like other professionals, English language teachers also need to be motivated for continuous professional improvement in order to achieve organizational goals and ultimately reach high educational quality. Thus, it is of high importance to investigate teachers’ (de)motivation toward CPD. This paper focuses on the (de)motivational reasons as to why English language teachers at a university do not take part in professional development despite their awareness of its significance for their career, institution’s development and their students’ learning. The data from EFL teachers were collected through an online questionnaire consisting of three open-ended questions. The majority of the teachers were found to feel that the continuing professional development events were organized without considering their current workload, needs and contextual factors. It was also found out that the general organizational atmosphere and work attitudes of their colleagues led to decreased motivation and psychological contract. These results offer certain implications for the administrators of educational institutions regarding the importance of considering motivational factors, psychological contract and work attitude in planning continuing professional development for English language teachers.

中文翻译：

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通过心理契约和工作态度了解英语教师继续专业发展的（去）动力

动机作为取得成功、追求目标和实现目标的动力，受到内在和外在因素、心理契约和工作态度的塑造和影响。与其他专业人士一样，英语教师也需要激励不断专业改进，以实现组织目标并最终达到高教育质量。因此，调查教师对 CPD 的（去）积极性非常重要。本文重点探讨大学英语教师不参与专业发展的（去）动机原因，尽管他们意识到专业发展对他们的职业、机构发展和学生学习的重要性。英语教师的数据是通过包含三个开放式问题的在线调查问卷收集的。大多数教师认为，组织持续专业发展活动时没有考虑到他们当前的工作量、需求和背景因素。研究还发现，同事的整体组织氛围和工作态度导致积极性和心理契约下降。这些结果为教育机构管理者在规划英语教师持续专业发展时考虑动机因素、心理契约和工作态度的重要性提供了一定的启示。