Motivation is essential for effective learning, impacting both students and teachers. To enhance student engagement and improve classroom management, teachers employ various motivational strategies. Understanding how English as a Foreign Language (EFL) teachers’ perspectives on their role as motivators evolve requires considering factors such as classroom environment, curriculum, student engagement, institutional support and diverse student needs. This thesis explores how the mentioned factors affect EFL teachers’ views of their motivational role and analyzes how they adjust their motivational and classroom management strategies in response to changing classroom dynamics and student needs. To gather insights, detailed observations were conducted in two EFL classes using a structured observation sheet, along with semi-structured interviews with five participants, featuring open-ended questions. The participants were EFL teachers with teaching experience ranging from 6 months to 34 years, who have taught at different educational levels. The findings emphasize the critical role of motivation in enhancing teaching effectiveness and provide valuable insights into optimizing classroom management and teaching practices. Teachers adapt their strategies flexibly to meet diverse student needs and changing classroom dynamics by prioritizing motivation, classroom management and a supportive and positive environment.