Teacher autonomous motivation for continuous professional development: the relationship with perceived workplace conditions

Figures & data

Table 1. 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

Table 2. 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
Teacher characteristics
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
Workplace conditions
Principal transformational 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

Note. SD = standard deviation.

Table 3. The result of multilevel analyses for teacher autonomous motivation.

	Model 0	Model 1	Model 2	Model 3
Fixed effects	B (SE)	B (SE)	B (SE)	B (SE)
Intercept	3.879**(0.051)	1.664^** (0.271)	3.908** (0.029)	3.887** (0.024)
Level 1 main effects
Teaching experience		−0.047* (0.020)
Efficacy in teaching		0.147**(0.039)		0.299** (0.027)
Efficacy in management		−0.033* (0.026)
Conception of student knowledge		−0.014 (0.030)
Conception of student teamwork		0.127* (0.042)
Conception of student ability		0.236* (0.055)
Conception of teacher ability		0.173*(0.051)
Level 2 main effects
Principal transformational leadership			0.379**(0.105)	0.367** (0.101)
Task autonomy			0.201 (0.162)
Work pressure			0.766** (0.235)	0.789* (0.272)
Emotional pressure			−0.597** (0.180)	−0.620** (0.167)
Colleague support			−0.470* (0.203)	−0.470* (0.162)
Cross-level interactions
Colleague support× Teaching experience				−0.472* (0.149)
Task autonomy × Efficacy in teaching				−0.447* (0.204)
Random
Level 1 (within)	0.382** (0.031)	0.293**(0.022)	0.379** (0.030)	0.321** (0.026)
Level2 (between)	0.024 (0.017)	0.012**(0.008)	0.001 (0.004)	0.002 (0.012)
Model statistics
R^2		0.494	0.621	0.685

Note: Only significant direct effects and cross-level interactions are shown in the Model 3. SE = standard error. * = P < .05, ** = P < .001

Figure 1. Moderating effect of colleague support on the relationship between teachers’ teaching experience and their autonomous motivation to participate in professional learning.

Note: CS = Colleague support, IV = Independent variable

Figure 2. Moderating effect of task autonomy on the relationship between teachers’ teaching experience and their autonomous motivation for participation in professional learning.

Note: IV = Independent variable

Table

Varibale	1	2	3	4	5	6	7	8	9	10	11	12	13
1. Autonomous motivation	-
2. Principal transformational leadership	0.196**	-
3. Task Autonomy	0.072	0.181**	-
4. Work pressure	−0.005	0.096*	−0.378**	-
5. Emotional pressure	−0.112*	−0.102*	−0.429**	0.763**	-
6. Colleague support	−0.079	−0.012	−0.155**	.0719**	0.590**	-
7. Efficacy in teaching	0.314**	0.079	0.094*	0.027	−0.031	0.081	-
8. Efficacy in management	0.173**	−0.024	0.046	0.006	−0.016	0.085	0.701*	-
9. Teaching experience	−0.002	−0.005	0.109*	−0.168**	−0.025	−0.069	0.206**	0.216**	-
10. Conception of student knowledge	0.202**	−0.010	−0.064	−0.023	−0.063	0.020	0.117*	0.089	0.074	-
11. Conception of student teamwork	0.330**	0.070	−0.007	−0.016	−0.075	−0.007	0.265**	0.190**	0.100**	0.476**	-
12. Conception of student ability	0.408**	0.114*	0.066	−0.071	−0.154**	−0.028	0.291**	0.180**	0.089	0.389**	0.505**	-
13. Conception of teacher ability	0.369**	0.040	0.081	−0.048	−0.135**	−0.036	0.260**	0.185**	0.033	0.447**	0.509**	0.561**	-

Note: Correlation is significant at the 0.01 level (2-tailed). Correlation is significant at the 0.05 level (2-tailed).