Teachers'motivation to participate in training and to implement innovations

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Teachers' engagement in professional learning: Exploring motivational profiles (2014, background): “Schools and school leaders could make speci ﬁ c changes to the work environments of teachers in order to enhance basic need satisfaction (Gorozidis & Papaioannou, 2014).”
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “…(students, parents) are being actively researched, as we reviewed, but more 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…”
Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level (2021, background): “For example, teachers’ perceptions of freedom and autonomy of work have been found to be important predictors of teachers’ motivation to learn (Gagné and Deci 2005; Gorozidis and Papaioannou 2014).”