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English Teachers’ Motivation and Intention Regarding Their Professional Development Program
thesis
posted on 2016-12-15, 03:58 authored by Basikin BasikinThis study
investigates 1) teachers’ motivation to attend the training of Genre-based
English Teaching, and 2) teachers’ intention to implement the newly introduced
teaching approach. Teachers’ motivation was explained using self-determination
theory, while intention was predicted using seven predictors from both the
theory of planned behaviour, and the context of the study.
Data were collected from 210 school English teachers in Yogyakarta province of Indonesia, using a questionnaire consisting of eight subscales. The first four subscales were developed following the guidance for questionnaire development to measure teachers’ intention and its three predictors, while the other four subscales of teacher motivation to attend a training program, engagement in the program, self-efficacy to implement the result of the program, and perceived school climate were either adopted or adapted from published questionnaires. Data concerning motivations were analysed using descriptive statistics and MANOVA, while data about intention were analysed using Structural Equation Modelling.
Findings suggest that teacher motivation changed in both dimensions of quantity and quality. Initial controlled types of motivation became more autonomous when participants experienced internalisation. Participants reported different types of motivation that indicated motivational overlaps, by reporting both high intrinsic motivation and identified regulation, on one hand, and high external regulation on the other hand. Findings also suggested that only teaching experiences contributed significantly to differences in teachers’ motivation. Although the theory of planned behaviour proposes three predictors of intention (attitudes, subjective norms, perceived behavioural control), this study revealed that subjective norms and perceived behaviour control predicted teachers’ intention but teachers’ attitudes did not. Teachers’ emotional engagement in the training of Genre-based English Teaching proved to be a significant predictor of teacher intention. These findings are interpreted and implications discussed in relation to teachers and the teaching profession in the Indonesian context, and particularly in the area of teacher professional development
Data were collected from 210 school English teachers in Yogyakarta province of Indonesia, using a questionnaire consisting of eight subscales. The first four subscales were developed following the guidance for questionnaire development to measure teachers’ intention and its three predictors, while the other four subscales of teacher motivation to attend a training program, engagement in the program, self-efficacy to implement the result of the program, and perceived school climate were either adopted or adapted from published questionnaires. Data concerning motivations were analysed using descriptive statistics and MANOVA, while data about intention were analysed using Structural Equation Modelling.
Findings suggest that teacher motivation changed in both dimensions of quantity and quality. Initial controlled types of motivation became more autonomous when participants experienced internalisation. Participants reported different types of motivation that indicated motivational overlaps, by reporting both high intrinsic motivation and identified regulation, on one hand, and high external regulation on the other hand. Findings also suggested that only teaching experiences contributed significantly to differences in teachers’ motivation. Although the theory of planned behaviour proposes three predictors of intention (attitudes, subjective norms, perceived behavioural control), this study revealed that subjective norms and perceived behaviour control predicted teachers’ intention but teachers’ attitudes did not. Teachers’ emotional engagement in the training of Genre-based English Teaching proved to be a significant predictor of teacher intention. These findings are interpreted and implications discussed in relation to teachers and the teaching profession in the Indonesian context, and particularly in the area of teacher professional development
