This study examines the interplay of Teacher Energy (TE) on EFL students’ Active/Passive motivation and their willingness to attend classes (WTAC). The study included 300 Iranian EFL learners from various age groups and proficiency levels, who were assessed using already developed and validated scales for TE, Active/Passive Motivation (APM), and WTAC. Structural Equation Modeling (SEM) was employed to analyze the relationships between TE, APM, and WTAC. Results indicated significant positive correlations, with TE having a more substantial influence on WTAC than on motivation. Also, TE was shown to directly and indirectly affect WTAC through APM, establishing motivation as a partial mediator. The findings show that teacher energy not only affects students’ class attendance but also enhances their motivation to learn. There were differences in age and gender: younger students (below 20 years) showed greater responsiveness to TE and motivation, while female students showed stronger cognitive/active motivation and greater willingness to attend than male students.

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