Teachers' engagement in professional learning: Exploring motivational profiles

Joost Jansen in de Wal; Perry J. den Brok; Janneke Hooijer; Rob Martens; Antoine Van den Beemt

doi:10.1016/j.lindif.2014.08.001

Teachers' engagement in professional learning: Exploring motivational profiles

Joost Jansen in de Wal, Perry J. den Brok, Janneke Hooijer, Rob Martens, Antoine Van den Beemt

Research Line Teaching and Teacher Professionalisation (T2) (part of WO program)

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

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.

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	https://doi.org/10.1016/j.lindif.2014.08.001
Publication status	Published - Dec 2014

Keywords

teacher
motivation
Teacher professional development
Teacher professional learning
Profiles
Self-determination theory
Latent profile analysis

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Jansen in de Wal, J., den Brok, P. J., Hooijer, J., Martens, R., & Van den Beemt, A. (2014). Teachers' engagement in professional learning: Exploring motivational profiles. Learning and Individual Differences, 36, 27-36. https://doi.org/10.1016/j.lindif.2014.08.001

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abstract = "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 {\textquoteleft}extremely autonomous{\textquoteright}, {\textquoteleft}moderately motivated{\textquoteright}, {\textquoteleft}highly autonomous{\textquoteright}, and{\textquoteleft}externally regulated{\textquoteright}. 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.",

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