RELATIONSHIP BETWEEN TEACHERS' PARTICIPATION ANDMOTIVATION IN PROFESSIONAL DEVELOPMENT
Abstract
- The main aim of this study was to investigate the relationship between teachers' participation and motivation in professional development in Basic Education High Schools from South Dagon Township, Yangon Region. Quantitative and qualitative methods were employed in this study. All 196 Senior teachers from eight Basic Education High Schools were targeted as participants by using census survey. Questionnaire was used as instrument in this study. Questionnaire was developed based on the eleven categories of professional development activities developed by OECD (2009) and OISE (2006), Self-determination theory (SDT) (Ryan and Deci, 2000a) for teachers' motivation and teachers' basic needs for facilitating intrinsic motivation. For the expert validity, instrument was reviewed by a panel of experts. The reliability coefficient (Cronbach's alpha) for whole scale of the questionnaire was 0.90. SPSS (Statistical Package for the Social Science) software version 25, descriptive statistics, One-way Analysis of Variance (ANOVA) and Tukey Post-hoc mean comparison and Pearson product-moment correlation were used to analyze the quantitative data. For qualitative study, open-ended questions and interview were conducted. In participation, teachers often participated in all categories of professional development activities. The most common type of teachers' motivation to participate in professional development was autonomous motivation (identified regulation, intrinsic motivation). There were significant differences in teachers' participation grouped by their age. There were also significant differences in teachers' motivation grouped by their age and teaching service. Teachers who have teaching service of (31 years and above) and (7-18 years) got high mean values in controlled motivation (external and introjected regulation). Teacher participation in professional development and their autonomous motivation were correlated in this study. The extent of teachers' satisfaction on their three basic needs (autonomy, competence and relatedness) for facilitating intrinsic motivation was moderately high. After quantitative study, qualitative study followed up. The information obtained from qualitative study was complementary to quantitative findings.
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Year
- 2020
Author
-
Thin Hay Mar Soe
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)