Teacher motivation for professional development outside school supervision : a case study on independent English-language teachers
Piazza, Carolina (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025081223898
https://urn.fi/URN:NBN:fi:amk-2025081223898
Tiivistelmä
In a knowledge society where education is a valuable product, the interest in quality education is high. This has translated into a trend worldwide to try to enhance teachers’ performance through tighter control measures and methods of assessment together with top-bottom professional development. However, research within the Self-Determination theory and more recent neurobiological studies have confirmed the link between autonomy and higher motivation and performance.
The thesis investigated the implications of removing school-conducted quality control on teachers’ motivation for pursuing professional development. Specifically, it aimed to identify the driving factors behind their pursuit of professional growth even in the absence of school-led supervision within a cohort of independent English-language teachers and the impact of autonomy on their motivation.
The analysis drew on data from a survey using a modified version of the Work Task Motivation Scale for Teachers, completed by 18 teachers, along with follow-up semi-structured interviews conducted with 4 of them. The findings suggest that the autonomy and flexibility associated with self-employment positively influence teachers' motivation for professional development, which appears to be primarily driven by intrinsic factors.
The findings will be used to suggest strategies to increase and maintain motivation for professional development for independent English-language teachers and schools and will be shared through the commissioner’ online platform.
The thesis investigated the implications of removing school-conducted quality control on teachers’ motivation for pursuing professional development. Specifically, it aimed to identify the driving factors behind their pursuit of professional growth even in the absence of school-led supervision within a cohort of independent English-language teachers and the impact of autonomy on their motivation.
The analysis drew on data from a survey using a modified version of the Work Task Motivation Scale for Teachers, completed by 18 teachers, along with follow-up semi-structured interviews conducted with 4 of them. The findings suggest that the autonomy and flexibility associated with self-employment positively influence teachers' motivation for professional development, which appears to be primarily driven by intrinsic factors.
The findings will be used to suggest strategies to increase and maintain motivation for professional development for independent English-language teachers and schools and will be shared through the commissioner’ online platform.