Abstract While various agents influence students' motivation to learn—such as teachers, parents, peers, and the learning environment—numerous studies indicate that teacher-related variables are among the most influential. This study aims to systematically review all qualified research on the motivational role of teachers and identify the full spectrum of teacher-related dimensions and factors that affect students' academic motivation. The systematic review followed the PRISMA guidelines and was conducted using data from 5 databases: Scopus, PubMed, Web of Science, PsycINFO, and Google Scholar. Original studies published in reputable scientific journals were included if they quantitatively examined the role of teachers in influencing school students’ academic motivation, from 1974 to the end of November 2024. After applying eligibility criteria, 38 peer-reviewed studies were selected from 1,591 records for data extraction. The studies included a total of 54,407 students (52.4% female, mean age: 12.08 years), 769 teachers, and 394 parents. Most studies reported that teacher interventions enhanced students' academic motivation. This study highlights the crucial role of teachers in shaping students' academic motivation, identifying 5 key dimensions and 14 factors that provide a comprehensive framework for understanding teachers’ motivational influence: Support (autonomy, relatedness, social); Relationship with Students (proximity, influence, care); Teaching Practices and Styles (feedback, structure, instruction, involvement, control); Motivation (educational interest, intrinsic motivation, self-efficacy); and Characteristics (students’ perceptions of their teachers, teacher gender, teacher boredom). Additionally, the review highlights findings on differences between gifted and typical students, gender interactions between teachers and students, age-related effects, and longitudinal influences.
asadpour et al. (2025) studied this question.