What motivates teachers to participate in professional development?: An empirical investigation of motivational orientations and the uptake of formal learning opportunities

Dirk Richter; Marc Kleinknecht; Alexander Gröschner

doi:10.1016/j.tate.2019.102929

What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities

Dirk Richter^*
, Marc Kleinknecht
, Alexander Gröschner

^*Corresponding author for this work

Professorship of Teacher Education and School Development

Research output: Journal contributions › Journal articles › Research › peer-review

53 Citations (Scopus)

Abstract

Highlights

• Teachers' reasons to attend professional development can be measured reliably with a standardized survey instrument.
• All motivational constructs correlate positively with each other at a low to medium level.
• Teachers' motivations for professional development predict the uptake of professional development activities.
• The wish for practical enhancement significantly predicted the uptake of a formal PD activity.
• The relationship between teachers' motivation and the uptake of courses varies by content area.

Original language	English
Article number	102929
Journal	Teaching and Teacher Education
Volume	86
ISSN	0742-051X
DOIs	https://doi.org/10.1016/j.tate.2019.102929
Publication status	Published - 01.11.2019

Research areas and keywords

Educational science

ASJC Scopus Subject Areas

Education

Access to Document

10.1016/j.tate.2019.102929

Cite this

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title = "What motivates teachers to participate in professional development?: An empirical investigation of motivational orientations and the uptake of formal learning opportunities",

abstract = "Highlights • Teachers' reasons to attend professional development can be measured reliably with a standardized survey instrument. • All motivational constructs correlate positively with each other at a low to medium level. • Teachers' motivations for professional development predict the uptake of professional development activities. • The wish for practical enhancement significantly predicted the uptake of a formal PD activity. • The relationship between teachers' motivation and the uptake of courses varies by content area.",

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What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities. / Richter, Dirk; Kleinknecht, Marc; Gröschner, Alexander.
In: Teaching and Teacher Education, Vol. 86, 102929, 01.11.2019.

Research output: Journal contributions › Journal articles › Research › peer-review

TY - JOUR

T1 - What motivates teachers to participate in professional development?

T2 - An empirical investigation of motivational orientations and the uptake of formal learning opportunities

AU - Richter, Dirk

AU - Kleinknecht, Marc

AU - Gröschner, Alexander

PY - 2019/11/1

Y1 - 2019/11/1

N2 - Highlights • Teachers' reasons to attend professional development can be measured reliably with a standardized survey instrument. • All motivational constructs correlate positively with each other at a low to medium level. • Teachers' motivations for professional development predict the uptake of professional development activities. • The wish for practical enhancement significantly predicted the uptake of a formal PD activity. • The relationship between teachers' motivation and the uptake of courses varies by content area.

AB - Highlights • Teachers' reasons to attend professional development can be measured reliably with a standardized survey instrument. • All motivational constructs correlate positively with each other at a low to medium level. • Teachers' motivations for professional development predict the uptake of professional development activities. • The wish for practical enhancement significantly predicted the uptake of a formal PD activity. • The relationship between teachers' motivation and the uptake of courses varies by content area.

KW - Educational science

UR - https://www.scopus.com/pages/publications/85072582849

U2 - 10.1016/j.tate.2019.102929

DO - 10.1016/j.tate.2019.102929

M3 - Journal articles

AN - SCOPUS:85072582849

SN - 0742-051X

VL - 86

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

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