Understanding teachers’ motivation to undertake a postgraduate degree: the influence of ‘expectancy of success’ and ‘expectancy of value’ beliefs

ABSTRACT

Postgraduate study is both challenging and demanding. Additionally, for teachers who study part time while employed full time, there are additional professional demands. So why would they enrol in postgraduate study? Utilising expectancy-value theory, the motivations of 27 experienced teachers for undertaking and completing a masters degree were explored. In using this theory, it appears that teachers’ expectancy of value beliefs and expectancy of success beliefs were evident prior to, and throughout, their academic journey. However, the four different components of task value altered over this journey. How these motivational sources presented themselves and changed over time are discussed. The findings from this research have the potential to assist those working in Higher Education to better understand the motivational forces that drive students to return to study, particularly when they have demanding professional roles within a workplace, and how they can be supported to ensure successful completion.

KEYWORDS:

• Postgraduate students
• expectancy-value theory
• expectancy beliefs
• expectancy of value beliefs
• professional learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The research was supported by the Faculty of Education and Social Work, Faculty Research Development Fund (FDRF) [#3718153].

Notes on contributors

Helen Dixon

Helen Dixon is an Associate Professor in the Faculty of Education and Social Work, the University of Auckland. She has a particular interest in teachers’ professional learning and their motivational beliefs and how these might impact on teachers’ decision making and actions.

Gillian Ward

Gillian Ward is a Senior Lecturer in the Faculty of Education and Social Work, the University of Auckland. Her research interests focus on both science education and higher education, with a particular interest in postgraduate students’ experiences and motivations throughout their study.

Helene Connor

Helene Connor is a Senior Lecturer in the Faculty of Education and Social Work, the University of Auckland. Her research is located within an interdisciplinary platform, which includes cultural pedagogies and tertiary or higher education, gender studies and the intersections between gender, ethnicity and cultural representation. Helene has whakapapa (genealogy) affiliations with Te Atiawa and Ngati Ruanui iwi (tribes).

Lisa Darragh

Lisa Darragh is a Senior Lecturer in the Faculty of Education and Social Work, the University of Auckland. Her research interests centre on mathematics education and the performance of identity for learners, teachers and educators.