This study examined the relationship between meaningful work and proactive motivation among high school EFL teachers in Markazi Province, Iran. Using both questionnaires and interviews, it was found that teachers who perceive their work as meaningful demonstrate higher proactive motivation; they show greater initiative, try innovative teaching methods, and seek creative solutions in their classrooms. Meaningfulness at work is experienced by teachers through observing students’ progress, personal growth, receiving recognition, and feeling that they contribute something valuable to society. Teachers’ motivation varied from genuinely intrinsic to externally driven, and some even showed signs of low motivation. The findings indicate that when teachers perceive their work as important and meaningful, their resilience and motivation increase significantly, which is particularly important given the challenges faced by Iranian schools. The study suggests that educational policies and teacher training programs should focus on enhancing teachers’ sense of purpose and meaningful engagement in order to improve the quality of English language education
