International Continuing Professional Education: An Interpretive Study of Ecuadorian Educators’ Meaning-Making

Biniecki, Susan M. Yelich

doi:10.1080/07377363.2022.2119799

Cited by 1 publication

(1 citation statement)

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“…To sum up, the findings showed that while most of the teachers are demotivated due to various factors, there is a small number of teachers who embarked on their CPD journal with high level of motivation but were exhausted in the process due to organizational climate and other factors. Yelich Biniecki (2022), similarly, reported that concentrating on group learning and structure of the programs can contribute to the improvement of CPD programs. Recalling the discussion on whether intrinsic and extrinsic motivation factors can work together or not and in light of the findings from this study, it can be claimed that extrinsic factors (attitude of the administration, sense unfair treatment between teachers, workload-time related issues, institutions' overall climate, etc.)…”

Section: Discussionmentioning

confidence: 99%

Understanding English Language Teachers’ (De)motivation Toward Continuing Professional Development Through Psychological Contract and Work Attitude

Ezel Acar,

Erozan

2024

Sage Open

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Motivation as the driving force for achieving success, pursuing goals and fulfilling objectives, is shaped and affected by intrinsic and extrinsic factors, psychological contract and work attitude. Like other professionals, English language teachers also need to be motivated for continuous professional improvement in order to achieve organizational goals and ultimately reach high educational quality. Thus, it is of high importance to investigate teachers’ (de)motivation toward CPD. This paper focuses on the (de)motivational reasons as to why English language teachers at a university do not take part in professional development despite their awareness of its significance for their career, institution’s development and their students’ learning. The data from EFL teachers were collected through an online questionnaire consisting of three open-ended questions. The majority of the teachers were found to feel that the continuing professional development events were organized without considering their current workload, needs and contextual factors. It was also found out that the general organizational atmosphere and work attitudes of their colleagues led to decreased motivation and psychological contract. These results offer certain implications for the administrators of educational institutions regarding the importance of considering motivational factors, psychological contract and work attitude in planning continuing professional development for English language teachers.

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Section: Discussionmentioning

confidence: 99%