Professional development among in-service teachers: motivational factors, pathways and coping strategies

Samuel Amponsaha Department of Adult Education and Human Resource Studies, School of Continuing and Distance Education, College of Education, University of Ghana, Legon, GhanaCorrespondence[email protected]

https://orcid.org/0000-0002-4303-4863

Ernest Ampadub Department of Learning, School of Industrial Engineering and Management, KTH Royal Institute of Technology, Stockholm, Sweden

https://orcid.org/0000-0001-8165-4126

Michael Thomasc School of Education, Faculty of Arts Professional and Social Studies, Liverpool John Moores University, Liverpool, UK

https://orcid.org/0000-0001-6451-4439

Citations (4)

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Ellen Abakah. (2023) Reframing motivation as ‘investment’ in teacher continuing professional development. Teacher Development 27:3, pages 353-373.
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Articles from other publishers (3)

Moses Njenga. (2024) Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies. Journal of Adult and Continuing Education.
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Bimali Indrarathne & Lesley Dick. 2023. Continuing Professional Development of TESOL Practitioners. Continuing Professional Development of TESOL Practitioners 343 364 .

Mohammad Ajmal Khuram, Yoko Ishida, Ghulam Dastgir khan, Nematullah Hotak, Masaood Moahid & Yuichiro Yoshida. (2022) Measures to motivate teachers in Afghanistan: a proposal. Asia Pacific Education Review.
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Professional development among in-service teachers: motivational factors, pathways and coping strategies

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Professional development among in-service teachers: motivational factors, pathways and coping strategies

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