Examining the Effects of a Yearlong Collaborative Action Research Project on Teachers' Motivation and Development

• In Event: 18.032 - Teacher-Centered Professional Development: Promoting Autonomy and Collaboration

Abstract

This study examined the effects of a yearlong collaborative action research project on teachers’ psychological needs for relatedness, competence, and autonomy as defined by self-determination theory. It also compared teachers’ perceptions of the project’s relatedness, competence, and autonomy support relative to their prior professional learning experiences. Findings showed that the teachers’ sense of competence significantly increased and that the teachers’ viewed the project as significantly more supportive for all three needs when compared to their previous professional learning experiences. Finally, findings indicate that providing teachers with supportive environments where they can build meaningful relationships, exercise control and choice over their learning needs, and explore new pedagogical approaches over time are key factors that mediate teachers’ commitment to learning and development.

Authors

• Keith Power, Memorial University of Newfoundland

• Karen C. Goodnough, Memorial University