“The Is the Best 45 Minutes of My Day When I'm In Your Classroom”: Challenges Faced by Urban High School Physics Teachers in a Midwestern Public School District Regarding Promoting Learners’ Intrinsic Motivation.

This qualitative study utilizes a multiple case study design to explore the challenges faced by urban high school physics teachers in a Midwestern public school district as they strive to promote their students' intrinsic motivation. It posits that contextual factors inherent to urban educational settings impact teachers' abilities to implement effective instructional strategies. Drawing on Keller's Expectancy-Value Theory, this research employs thematic analysis to illuminate the discrepancies between theoretical ideals and actual classroom practices. Findings highlight several key challenges that shape instructional approaches in diverse classrooms. These include critical race issues, personal family matters, and learners taking on adult responsibilities early. Additionally, technology access and the need for a safe space to use it, resource availability, unmet basic needs like sleep, and student reluctance to engage with peers are significant factors. This study explores how contextual issues affect teachers' ability to apply theoretical concepts in their teaching leading to the shift in their focus from promoting intrinsic motivation to providing a 'safe space' for learners. Implications of this research underscore the necessity for targeted professional development and resources that address the unique challenges faced by urban educators, ultimately fostering a stronger alignment between educational theory and practice.