Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 27-36 |
| Number of pages | 10 |
| Journal | Learning and Individual Differences |
| Volume | 36 |
| Early online date | 13 Aug 2014 |
| DOIs | |
| Publication status | Published - Dec 2014 |
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Keywords
- teacher
- motivation
- Teacher professional development
- Teacher professional learning
- Profiles
- Self-determination theory
- Latent profile analysis
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Teachers' engagement in professional learning: Exploring motivational profiles. / Jansen in de Wal, Joost; den Brok, Perry J.; Hooijer, Janneke; Martens, Rob; Van den Beemt, Antoine.
In: Learning and Individual Differences, Vol. 36, 12.2014, p. 27-36.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Teachers' engagement in professional learning: Exploring motivational profiles
AU - Jansen in de Wal, Joost
AU - den Brok, Perry J.
AU - Hooijer, Janneke
AU - Martens, Rob
AU - Van den Beemt, Antoine
PY - 2014/12
Y1 - 2014/12
N2 - This study investigated to what extent secondary school teachers are motivated to work on their professional learning. To this end, profiles ofmotivational dimensions fromself-determination theorywere explored in a sample of 2360 teachers by means of latent profile analysis. The motivational dimensions included external regulation, introjected regulation, identified regulation, and intrinsic motivation. Additionally, the study investigated to what extent teachers' profile membership was related to their autonomy, competence, and relatedness satisfaction, and engagement in professional development. Four profiles were distinguished in the sample and were labelled ‘extremely autonomous’, ‘moderately motivated’, ‘highly autonomous’, and‘externally regulated’. Profile membership could be predicted by autonomy satisfaction and relatedness satisfaction, but not by competence satisfaction.Moreover, teachers having profiles that had highermanifestations of identified regulation and intrinsic motivation engaged more in professional development activities. Results show the application of selfdetermination theory in the field of teacher learning and provide insight into what may be done to motivate teachers for professional learning.
AB - This study investigated to what extent secondary school teachers are motivated to work on their professional learning. To this end, profiles ofmotivational dimensions fromself-determination theorywere explored in a sample of 2360 teachers by means of latent profile analysis. The motivational dimensions included external regulation, introjected regulation, identified regulation, and intrinsic motivation. Additionally, the study investigated to what extent teachers' profile membership was related to their autonomy, competence, and relatedness satisfaction, and engagement in professional development. Four profiles were distinguished in the sample and were labelled ‘extremely autonomous’, ‘moderately motivated’, ‘highly autonomous’, and‘externally regulated’. Profile membership could be predicted by autonomy satisfaction and relatedness satisfaction, but not by competence satisfaction.Moreover, teachers having profiles that had highermanifestations of identified regulation and intrinsic motivation engaged more in professional development activities. Results show the application of selfdetermination theory in the field of teacher learning and provide insight into what may be done to motivate teachers for professional learning.
KW - teacher
KW - motivation
KW - Teacher professional development
KW - Teacher professional learning
KW - Profiles
KW - Self-determination theory
KW - Latent profile analysis
U2 - 10.1016/j.lindif.2014.08.001
DO - 10.1016/j.lindif.2014.08.001
M3 - Article
VL - 36
SP - 27
EP - 36
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -