“…It can be encouraged through freedom and trust of employees to appreciate their abilities, intentions and efforts (Ryan & Deci, 2000b) to catalyse their students to become satisfied to work with autonomy, competence and relatedness (Ryan and Deci, 2000a;Medved, 1982), as it plays a vital role in teachers' motivation in China (Tang, 2011). Because the performance approach, goal orientation, reflective thinking, intrinsic motivation and control-expectancy belief were found associated with the mastery of goal orientation and achievement (Malmberg, 2008) among Finnish and Swedish teachers. Whereas, the extrinsic motivation is connected with external rewards such as salary or pay (Armstrong, 1996), free accommodation, free meals, material assets, positive evaluations, weekly paid duty, extra teaching allowances, advance payments and loans, leave encashment and medical facilities or allowances.…”