An Examination of Teacher Motivation in a Self-Directed Model of Professional Learning

• In Event: Teacher Motivation for Learning and Professional Development

Abstract

In the 2018-2019 school year, the Cornwall School District (alias) initiated a reform model of teacher professional development: GO-Time, which provided all teachers the opportunity to self-select and direct their professional learning. Teachers critically reflected on their practice, identified areas for development, and developed and implemented a professional learning plan. To provide support for this initiative, the district provided release time. Based on a review of teachers’ projects the administration developed and offered a series of Learning Labs on related topics (e.g., differentiated instruction). The purpose of this study was to understand teachers’ motivational responses to GO-Time.
Theoretical Framework
This investigation is framed in self-determination theory which assumes that engagement is possible when three needs are met (autonomy, competence, and relatedness; Ryan & Deci, 2001). This theory suits this investigation as GO-Time was designed to give teacher authority over their own learning while still offering collegial support and learning labs on targeted topics.
Method
Participants
Participants included 27 PreK-12 teachers, who were 25-65 years old and had 2-31 years of experience from Cornwall School District in the northeast U.S. (Table 5). Participants completed an online questionnaire.
Data Sources
The online questionnaire included subscales measuring teachers’ basic need for autonomy (Van Den Broeck et al., 2010), perceptions of autonomy support (Baard, Deci, & Ryan, 2000), engagement in GO activity (Schaufeli et al., 2006), teaching self-efficacy (Tschannen-Moran & Woolfolk-Hoy, 2001), and vitality (Ryan & Frederick, 1997; Bostic et al., 2000) and background information. Participants were asked four open ended questions about GO-Time.
Data Analysis
We used multiple regression to explore the relationship among the subscales in the questionnaire and teachers’ sense of overall vitality related to their teaching.
Findings
We explored descriptive statistics and correlations (Tables 6-7). Results of the multiple regression suggested an acceptable overall model fit (R²=.37). Teachers engagement in their GO projects, positively predicted their overall vitality in their teaching (ꞵ= .37; p= .01). Teachers’ perceptions of their autonomy (ꞵ= -.24; p> .05), autonomy support (ꞵ= -.25; p> .05), or self-efficacy were not significant predictors (ꞵ= .70; p> .05).
We identified three themes revealing teachers’ perspectives on GO-Time: professionalism, relevance, and individualized (Table 8). Participants expressed that having autonomy to select their own learning topics engendered a perception of professional respect. Participants reported that their professional learning was relevant to their practice and was developmentally appropriate based on their needs. Participants reported that the autonomy support offered in this model allowed for individualization of professional learning. The GO-Time model was perceived as counter to the one-size fits all approach to professional learning that had been the dominant experiences prior.
Significance
GO-Time positions teachers as the directors of their own learning thereby allowing them to develop competence in individualized areas of practice. Considering teachers’ motivational needs in designing professional learning experiences is essential to ensuring quality teaching and learning for all.

Authors

• Douglas Michael Walker, School District of the Chathams

• Nicole Barnes, Montclair State University

• Helenrose Fives, Montclair State University