Motivational Factors Influencing Teachers' Participation in Professional Development Programs

Abstract

Purpose: Purpose: The prime objective of the study was to identify the main factors that motivate teachers to participate in activities of professional development. Method: The study employed a survey-based research design and data was collected with the aid of a structured questionnaire adapted from a previous study, containing items on demographics and 32 statements addressing the motivating factors for participation for professional development.

Findings: The study used linear regression to achieve the research objective. For each statement, motivational factors, the teachers expressed their personal agreement, on a five-point Likert scale, whether the statement represents a very low or a very high motive for participation in forms of professional development. The results show the positive correlation between extrinsic motivation and formal forms of professional development (r=.327, p<.01) and nonformal forms of professional development (r=.472, p<.01). Intrinsic motivation has positive correlations with formal forms of professional development (r=.282, p<.01) and nonformal forms of professional development (r=.438, p<.01).  The results indicate that there is a positive correlation between extrinsic motivation and both formal and non-formal professional development activities, while intrinsic motivation is positively correlated with both formal and non-formal professional development activities as well. Implications to Research and Practice: This research provides valuable insights into the motivational factors that influence teachers' participation in professional development activities, which can inform the development of effective professional development programs.The study is among the pioneer study on the teachers' motivation for attending professional development activities in general and for Kosovo in particular.