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 output: Contribution to journalArticleAcademicpeer-review


    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 languageEnglish
    Pages (from-to)27-36
    Number of pages10
    JournalLearning and Individual Differences
    Early online date13 Aug 2014
    Publication statusPublished - Dec 2014


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


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