This qualitative study explored the motivational aspects of meaningful work among EFL faculty members utilizing grounded theory. To achieve the study's objectives, 19 faculty members with diverse ages, ranks, and tenures were selected as experts through purposive and theoretical sampling. Data analysis involved open coding, axial coding, and selective coding, complemented by constant comparison to derive insights. The findings revealed that the participant EFL faculty members were intrinsically motivated to engage in meaningful work and took proactive measures to do so. The coding process revealed four categories, including the need for (a) beneficence (serving others), (b) competence (becoming a better self), (c) relatedness (unity with others), and (d) autonomy (freedom). Additionally, the study identified various contextual factors, including individual characteristics (personality traits and autonomous motivation), organizational factors (organizational culture, job resources, and job demands), and student factors (engagement). These findings are consistent with the basic psychological needs outlined in self-determination theory, particularly the fulfillment of the needs for beneficence, autonomy, and relatedness. The findings also underscore the interconnectedness of these needs, with competency being satisfied through relatedness. The implications of this research are relevant to language educators and teacher training, emphasizing the importance of addressing these motivational factors to promote meaningful work in the university EFL context.
