The present study aims to uncover the different motivational profiles in a sample of Iranian teachers in-service. Data in this study were collected from a total number of 158 Iranian teachers in-service in Azerbaijan University of Tarbiat Moallem. The different motivational types were measured with a Ryan and Connell (1989) questionnaire. This instrument has four subscales for measuring intrinsic motivation, identified regulation, introjected regulation, and externic regulation. To explore the motivational profiles or clusters a K means cluster analysis was carried out. The results revealed two distinct motivational clusters in educational courses. The first cluster was named the “self-determinant motivational profile” in which students have high levels of identified regulation and intrinsic motivation, low levels of amotivation, and middle levels of introjected regulation and external motivation (N = 107). The second profile was named the “controlling motivation/amotivation profile” that included students with relatively high levels of amotivation and external regulation, middle level of identified regulation, and low levels of internal motivation and introjected regulation (N = 52).
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