Abstract
This article explores the relationship between the self-determination theory of motivation (SDT), teacher agency and identity in the context of Slovak EFL teachers' engagement with an English language theatre festival for schools. It contributes to the understanding of the complex nature of language teacher agency (LTA) and how it is formed and exercised in a particular context. Kayi-Ayder's (2019) conceptual model, which views LTA as both individual and collective, was adapted to draw links between motivation and identity and the contextual factors influencing LTA. The study was conducted during an EFL theatre festival for schools in Nitra, Slovakia, in 2019. The data were collected from teacher questionnaires (N=20), semi-structured interviews (N=8) and a focus group of event organisers who were not directly involved with the students (N=6). The preliminary findings indicate a complex relationship between individual and collective LTA, self-regulatory forms of motivation, and the perceived sense of professional identity. The role of teacher emotions is also explored as a factor influencing LTA. Furthermore, individual LTA is influenced by the need to engage in intrinsically motivating activities that bring joy, creativity and autonomy to teachers' professional practice. LTA is supported by the bi-directional nature of the relationship between teacher and student motivation. Teacher values and beliefs are intertwined with relational and collective aspects of teacher agency. Finally, the particular nature of the theatre festival provides a context supportive of teachers' individual and collective agency. The implications of the findings are discussed.