Investigating Contextual and Personal Factors Related to Teachers' Motivation and Emotions for Implementing Whole-School Reform Efforts

• In Event: 43.033 - Roles of Tools, Resources, and Routines for Supporting Teachers' Professional Learning

Abstract

The study investigated the impact of contextual factors (e.g., collaborative leadership), personal characteristics (e.g., teaching efficacy), motivational reasons (e.g., attending professional development to support students' learning), and teachers' emotions using the professional development (e.g., hopeful) on teachers' reported use of strategies learned during professional development for whole-school reform. A total of 1145 elementary/secondary teachers participated. A path analysis showed that having collaborative leadership was positively related to teachers' autonomous reasons for attending PD, which in turn, predicted their positive emotions and implementation. Teachers' ratings for their teaching community was directly related to their experiences of positive emotions, but not to the reasons they attended the PD. Finally, teachers efficacy for teaching directly impacted their implementation.

Authors

• Jeannine E. Turner, Florida State University

• Alysia D. Roehrig, Florida State University

• Fei Xing, Florida State University

• Eric Christesen, Florida State University