Teachers' engagement in professional learning: Exploring motivational profiles
By J. J. I. D. Wal, P. J. Brok, J. G. Hooijer, R. Martens. 2014
129 citations recorded by the source corpus.
article i nfo This study investigated to what extent secondary school teachers are motivated to work on their professional learning.Tothisend,profilesofmotivationaldimensionsfromself-determinationtheorywereexploredinasam- ple of 2360 teachers by means of latent profile analysis. The motivational dimensions included external regula- tion, introjected regulation, identified regulation, and intrinsic motivation. Additionally, the study investigated to what extent teachers' profile membership was related to their autonomy, competence, and relatedness satis- faction, and engagement in professional development. Four profiles were distinguished in the sample and were labelled 'extremelyautonomous', 'moderately motivated', 'highlyautonomous',and'externally regulated'.Profile membership could be predicted by autonomy satisfaction and relatedness satisfaction, but not by competence satisfaction.Moreover,teachershavingprofilesthathadhighermanifestationsofidentifiedregulationandintrin- sic motivation engaged more in professional development activities. Results show the application of self- determination theory in the field of teacher learning and provide insight into what may be done to motivate teachers for professional learning.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/0b1a917f21d540e2366dc2b4dc8d9a69c332379d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “…study of the motivations for teaching and for continuing training (e.g., Gorozidis & Papaioannou, 2014; Guay, Valois, Falardeau, & Lessard, 2016; Jansen in de Wal, den Brok, Hooijer, Martens, and van den Beemt (2014)) is critical, as are studies of teachers instructional and career goals (e.g.,…”
- Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “Teachers need to engage in continuous professional learning in order to keep abreast of their knowledge and skills to cater to a rapidly changing educational environment (In de Wal et al. 2014; Timperley 2011).”