Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning
By Tracy L. Durksen, Robert M. Klassen, Lia M. Daniels. 2017
180 citations recorded by the source corpus.
Abstract The current study contributes to the growing body of empirical research on the connection between motivation and teachers' learning across professional life phases. With data from 253 practicing teachers, we tested hypothesized relationships through structural equation modelling in order to answer the question: How do practicing teachers' efficacy beliefs and engagement influence their professional learning beliefs? Results highlight the positive relationship between motivational constructs and professional learning – specifically, when learning is collaborative. Conclusions include implications for future research and a proposed integrative theoretical and developmental framework for understanding teachers’ motivation and professional learning.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/36d07ca7429c3bff564ca4a9ec0dbfbc59f71379
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 Education
In Social Psychology
Citations in the corpus
- Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey (2019, background): “…literature, when there are strong levels of principal support and teacher cooperation within a school, there are higher levels of job satisfaction (Brown & Wynn, 2009; Durksen et al., 2017; Griffith, 2004; Grissom, 2011; Leithwood et al., 1998; Moir, 2009; Petzko, 2004; Vangrieken et al., 2015).”