Teachers' Motivation to Participate in Continuous Professional Development: Relationship with Factors at the Personal and School Level

Autor/inn/en	Zhang, Xin; Admiraal, Wilfried; Saab, Nadira
Titel	Teachers' Motivation to Participate in Continuous Professional Development: Relationship with Factors at the Personal and School Level
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 5, S.714-731 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xin) ORCID (Admiraal, Wilfried) ORCID (Saab, Nadira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1942804
Schlagwörter	Teacher Motivation; Elementary School Teachers; Middle School Teachers; Professional Development; Teacher Participation; Correlation; Program Effectiveness; Teaching Experience; Self Efficacy; Work Environment; Collegiality; Principals; Leadership Effectiveness; Professional Autonomy; Stress Variables; Context Effect; Self Concept Measures; Foreign Countries; China (Shanghai); Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Korrelation; Self-efficacy; Selbstwirksamkeit; Arbeitsmilieu; Kollegialität; Principal; Schulleiter; Führungseffizienz; Berufsfreiheit; Ausland
Abstract	Teachers' motivation to participate in professional learning is a significant factor in explaining the effectiveness of continuous professional development programmes. The present study investigated how factors at teachers' personal and school levels are related to their motivation to participate in professional learning activities. A questionnaire was completed by 472 Chinese teachers. Multivariate analysis revealed that several factors at the teacher level (teachers' prior experience with learning activities, teaching experience, self-efficacy and conceptions of learning) and the school level (work and emotional pressure, colleague support and principal leadership) were related to their motivation to participate in professional learning. These findings are discussed in the context of the professional development of Chinese teachers. Implications are generated for teacher education and continuous professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01