Teacher Autonomous Motivation for Continuous Professional Development: The Relationship with Perceived Workplace Conditions

Autor/inn/en	Zhang, Xin; Admiraal, Wilfried; Saab, Nadira
Titel	Teacher Autonomous Motivation for Continuous Professional Development: The Relationship with Perceived Workplace Conditions
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 8, S.909-924 (16 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	1354-0602
DOI	10.1080/13540602.2022.2137128
Schlagwörter	Foreign Countries; Elementary School Teachers; Faculty Development; Continuing Education; Work Environment; Professional Autonomy; Teacher Motivation; Teacher Characteristics; Teacher Participation; Self Concept Measures; Self Efficacy; Learning; Teacher Attitudes; China; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Weiterbildung; Arbeitsmilieu; Berufsfreiheit; Self-efficacy; Selbstwirksamkeit; Lernen; Lehrerverhalten
Abstract	The school context has the potential to hinder or stimulate teachers' motivation to attend Continuous Professional Development (CPD) programs. The present study investigated the relationship between workplace conditions in schools and teachers' autonomous motivation to participate in CPD. A questionnaire was completed by 472 teachers in 13 schools in China. The results show that four school condition variables are related to teachers' autonomous motivation for CPD. The more support teachers report to receive from their school principals and the more work pressure they experience, the more they are motivated for CPD. In contrast, the more teachers report to be supported by their colleagues and the more emotional pressure they receive, the less they are motivated for CPD. In addition, support from colleagues and levels of perceived task autonomy moderate the relationship between teachers' personal factors and their motivation for CPD. Implications are presented for school leaders and policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01