Wilkesmann, UweVorberg, Ronja2022-02-212022-02-212021-10-06http://hdl.handle.net/2003/4072510.17877/DE290R-22583This article will answer the research question if relatedness and organizational resources influence the teaching motivation in continuing higher education, whereby a distinction is made between intrinsic and extrinsic motivation. Self-determination theory is used as the theoretical underpinning. We conducted a survey of 549 continuing higher education university faculty. Regression analysis determined that relatedness was correlated with intrinsic teaching motivation but was not correlated with extrinsic teaching motivation. Meanwhile, organizational resources increase both intrinsic and extrinsic teaching motivation. Professors are more extrinsically motivated than other faculty. The older university faculty tends to be less extrinsically and more intrinsically motivated. Additionally, female university faculty are more intrinsically motivated than male university faculty.enZeitschrift für Weiterbildungsforschung;Vol. 44. 2021, pp 263–284https://creativecommons.org/licenses/by/4.0/Teaching motivationRelatednessContinuing higher education in GermanyLehrmotivationSoziale EinbettungWissenschaftliche Weiterbildung in Deutschland300article (journal)Motivation |Lernen |Weiterbildung |Hochschulbildung |