Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level

Figures & data

Table 1. Learning activities organised by NBE

Activities	Content	Length	Frequency
Lectures	General knowledge of curriculum and pedagogy	3 hours	Weekly
Workshops	Specific skills including: 1: Curriculum and materials design, 2: Teaching and management skills, 3: Stimulating students’ interest	3 hours	Weekly
Classroom observations	Observation and evaluation of teachers’ teaching, and providing professional recommendations	6 hours	Monthly
Reflective activities	Reflection on a wide range of practical teaching and learning experiences	3 hours	Weekly

Figure 1. Research model of teachers’ motivation to participate in continuous professional development

Table 2. Participant information (N = 472)

	Participants	N
Gender	Female	425
	Male	47
Subject	Chinese	162
	English	113
	Mathematics	102
	Art	23
	Music	20
	Others	52
Teaching experience	0–3 years	55
	4–6 years	70
	7–18 years	148
	19–30 years	169
	31-plus years	29
Educational background	Secondary vocational shool diploma	2
	Senior college degree	34
	Bachelor’s degree	359
	Master’s degree	74
Prior educational reform experience	Yes	229
	No	242
Time involved in NBE	0	9
	1–3 months	22
	4–6 months	14
	7–11 months	14
	12–23 months	39
	24–35 months	44
	36–47 months	65
	48–59 months	33
	60–71 months	34
	72 -plus months	197

Table 3. Descriptive statistics for the dependent and independent variables

	Number of items	Mean	SD	α	N
Teacher motivation
Autonomous motivation	10	3.88	0.63	0.94	472
External regulation	3	3.52	0.89	0.84	472
Introjected regulation	3	2.94	0.76	0.62	472
Factors at personal level
Efficacy in teaching	7	6.35	1.08	0.88	472
Efficacy in classroom management	4	6.91	1.29	0.88	472
Conception of student knowledge	4	3.48	0.54	0.64	472
Conception of student teamwork learning	4	3.26	0.54	0.59	472
Conception of student ability	5	3.07	0.55	0.67	472
Conception of their own ability	4	3.32	0.55	0.67	472
Factors at school level
Principal leadership	6	3.07	0.65	0.91	472
Emotional pressure	4	2.26	0.64	0.81	472
Work pressure	3	3.24	0.62	0.73	472
Colleague support	4	2.80	0.52	0.68	472
Task autonomy	4	2.21	0.58	0.62	472

Table 4. The results of the multivariate analyses of significant teacher characteristics, personal and perceived working conditions, and motivation

	Total motivation	Autonomous motivation	External regulation	Introjected regulation
Factors at personal level
Prior experience	Wilks’λ(3,458) = 0.982; P = 0.040; η^2 = 0.018	F(1,460) = 4.039; P = 0.045; η^2 = 0.009
Teaching experience	Wilks’λ(3,458) = 0.972; P = 0.005; η^2 = 0.028	F(1,460) = 7.280; P = 0.007; η^2 = 0.016
Efficacy in teaching	Wilks’λ(3,458) = 0.964; P = 0.001; η^2 = 0.036	F(1,460) = 11.367; P = 0.001; η^2 = 0.024		F(1,460) = 7.387; P = 0.007; η^2 = 0.016
Conception of students’ ability	Wilks’λ(3,458) = 0.965; P = 0.001; η^2 = 0.035	F(1,460) = 11.192; P = 0.001; η^2 = 0.024	F(1,460) = 8.540; P = 0.004; η^2 = 0.018
Conception of their own ability	Wilks’λ(3,458) = 0.979; P = 0.020; η^2 = 0.021	F(1,460) = 9.707; P = 0.002; η^2 = 0.021
Factors at school level
Emotional pressure	Wilks’λ(3,458) = 0.969; P = 0.002; η^2 = 0.031	F(1,460) = 4.917; P = 0.027; η^2 = 0.011	F(1,460) = 9.658; P = 0.002; η^2 = 0.021
Principal leadership	Wilks’λ(3,458) = 0.878; P < 0.001; η^2 = 0.122	F(1,460) = 58.493; P < 0.001; η^2 = 0.113	F(1,460) = 12.384; P < 0.001; η^2 = 0.026

Table

	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
1. Autonomous motivation	-
2. External regulation	−.341**	-
3. Introjected regulation	.094*	.276**	-
4. Efficacy in teaching	.325**	−.089	.096*	-
5. Efficacy in classroom management	.185**	−.036	.034	.706**	-
6. Conception of student knowledge	.212**	−.066	−.054	.135**	.099*	-
7. Conception of student teamwork	.342**	−.213**	.000	.286**	.207**	.490**	-
8. Conception of student ability	.415**	−.271**	−.045	.304**	.189**	.404**	.515**	-
9. Conception of their own ability	.378**	−.195**	−.008	.279**	.202**	.467**	.526**	.565**	-
10. Principal leadership	.457**	−.231**	−.010	.333**	.229**	.194**	.250**	.302**	.239**	-
11. Emotional pressure	−.258**	.273**	.105*	.082	.043	.135**	.236**	.322**	.237**	.131**	-
12. Task autonomy	.141**	−.023	.094*	.239**	.196**	−.053	−.023	.104*	.036	.143**	.127**	-
13. Colleague support	.107*	−.011	.100*	.362**	.362**	.077	.059	.118*	.145**	.180**	−.240**	.214**	-
14. Work pressure	−.109*	.187**	.028	.706**	−.092*	.007	.081	.111*	.051	−.011	.461**	.058	−.352**	-
15. Teaching experience	−.005	.032	−.057	.198**	.204**	.077	.094*	.090	.030	.096*	.031	.094*	−.082	−.054	-

*p < 0.05, **p < 0.01.