Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theory

Authors : Gamze Alp, Selçuk Doğan, Ümran Yazicilar Nalbantoğlu, Nihan Ağaçli Doğan

Pages : 17-32

Doi:10.52597/buje.1343047

View : 233 | Download : 104

Publication Date : 2023-12-31

Article Type : Research Paper

Abstract :This case study investigated the variations in teacher motivation to implement an instructional design model (Understanding by Design, UbD) after a seven-week online professional development (PD). Data were collected through a motivation scale and formative and summative reflection forms. Based on the quantitative results, teachers had high task value but differed in terms of their expectancy of success. Our qualitative findings produced two significant perceived costs behind doubted ability beliefs: First, teachers expressed difficulties in integrating the elements of the UbD into the centralised national curriculum, which they found to be intensive and confusing. Second, the lack of on-the-job support after PD programs negatively impacted teachers\' expectancy of success. This study emphasises the importance of considering teachers\' expectancy of success and task value before, during, and after PD programs, highlighting the need for tailored support and activities to enhance teachers\' motivation and successful implementation of new learning in their classrooms.
Keywords : Beklenti değer maliyet teorisi, çevrimiçi öğrenme, mesleki gelişim, öğretmen motivasyonu, Tasarımla Anlama

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