Teachers' Expectancies, Values, and Perceived Costs: A Scale to Measure Teachers' Motivation After Professional Development

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-6 - Division K Section 8 Poster Session 2

Abstract

Although teachers often participate in professional development (PD), teachers’ motivation to implement professional development training in their classrooms is rarely studied. Using three distinct samples of teachers (N=1,388), we sought to advance research in this field by developing a scale to measure teachers’ motivation following professional development. Exploratory factor analysis (EFA) yielded a three-factor solution with items loading on expectancy for success, task value, or perceived cost. Confirmatory factor analysis further supported the EFA results while also providing a test for model fit between two theorized models. The significance of these results for research on teacher motivation along with implications of the scale’s practical utility are discussed.

Authors

• Jayce R. Warner, The University of Texas - Austin

• David J. Osman, The University of Texas - Austin