Abstract
Numerous studies have confirmed that continuing professional development (CPD) is a significant contributor for improving teacher effectiveness. Hence, this paper reports on a study that explored the motivation of high school teachers in Saudi Arabia to engage in CPD programmes. It adopted a mixed methods (MMR) sequential explanatory design utilising an online questionnaire completed by 425 high school teachers and focus groups with 29 high school teachers. The paper aims to investigate what influences teacher motivation to engage in CPD. The findings identified 48 influential factors that highly enhanced teacher motivation to participate in CPD. These factors were organised into four categories: government and policy, school, CPD and personal factors. Based on these findings, a conceptual framework was developed that has the potential to contribute to the knowledge base on teacher motivation to engage in CPD.
Author Information
Yahya Alghamdi, Nahawand High School, Saudi Arabia
Paper Information
Conference: ECE2020
Stream: Professional Training
This paper is part of the ECE2020 Conference Proceedings (View)
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To cite this article:
Alghamdi Y. (2020) What Influences High School Teachers’ Motivation to Engage in Continuing Professional Development (CPD) ISSN: 2188-1162 The European Conference on Education 2020: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2020.40
To link to this article: https://doi.org/10.22492/issn.2188-1162.2020.40
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