Examining teachers' motivation in conducting teacher professional development: A self-determination theory perspective
DOI:
https://doi.org/10.12928/eltej.v5i3.8141Keywords:
: Teacher Professional Development, Professional Development activities, Teacher motivations, Self-determination Theory.Abstract
Teacher Professional Development (TPD) can be referred as any activities that can improve the quality of teacher professionalism. This study aims to find out various activities of English Secondary School teachers regarding their teacher professional development and to investigate their motivation in conducting TPD based on Self-Determination Theory (SDT). Underpinned by qualitative approach, this research used descriptive qualitative research design. Three English Secondary School teachers were involved as the participants, and individual interviews were used to collect the data. The findings showed that TPD activities done by the participants were 1) attending workshop and seminar, 2) joining English Subject Teacher Forum, 3) having informal peer discussions, and 4) reading teaching resources. The next findings regarding the teachers’ motivation in conducting TPD proves that the three aspects of SDT emerged from the participants, comprising 1) self-awareness, 2) in line with profession, and 3) the need to be competent. These findings imply that various activities of TPD driven by internal motivation can be conducted by English Secondary School teachers. Therefore, it is recommended that teachers have internal motivation in order to carry out TPD.
References
Al-Jawi, M. S. (2006). Pendidikan di Indonesia: Masalah dan Solusinya. Makalah dalam Seminar Nasional Potret Pendidikan Indonesia: Antara Konsep Realiti dan Solusi, diselenggarakan oleh Forum Ukhwah dan Studi Islam (FUSI) Universitas Negeri Malang.
Arianti, A. (2019). "Peranan Guru dalam meningkatkan motivasi belajar siswa." Didaktika: Jurnal Kependidikan 12(2): 117-134.
Baharuddin, B. and R. Kanada (2017). "Pengembangan Profesionalisme Guru Melalui In House Training." El-Idare: Jurnal Manajemen Pendidikan Islam 3(2): 1-20.
Basikin, B. (2020). "English teachers’ motivation for a professional development program: Perspectives of self-determination theory." Indonesian Journal of Applied Linguistics 10(1): 36-45.
Careemdeen, J. D. (2023). "Teacher support for student learning: gender as a factor." Muallim Journal of Social Sciences and Humanities: 9-17.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, Pearson Education, Inc.
Djatmiko, I. W. (2016). "A study on the empowering teacher professional development and quality assurance to increase teachers’ effectiveness in vocational secondary schools " Jurnal Pendidikan Teknologi dan Kejuruan 23(2): 144-151.
Eksi, G. and Y. C. Aydın (2013). "English instructors’ professional development need areas and predictors of professional development needs." Procedia-Social and behavioral sciences 70: 675-685.
Gnawali, L. (2018). English language teacher development through professional associations: The NELTA way.
Gorozidis, G. and A. G. Papaioannou (2014). "Teachers' motivation to participate in training and to implement innovations." Teaching and Teacher Education 39: 1-11.
Jayasinghe, J. M. J. W. (2010). Role of the Teacher in Assessment. Sri Lanka, Staff Development Center, Wayamba University of Sri Lanka.
Komba, W. L. and E. Nkumbi (2008). "Teacher professional development in Tanzania: Perceptions and practices." Journal of international cooperation in education 11(3): 67-83.
Kurnia Irmawati, D., et al. (2017). "How Do Indonesian Professional English Teachers Develop Their Pedagogical Competence in Teaching Implementation?" Arab World English Journal (AWEJ) Volume 8.
Lambert, V. A. and C. E. Lambert (2012). "Qualitative descriptive research: An acceptable design." Pacific Rim international journal of nursing research 16(4): 255-256.
Latiana, L. (2019). "Peran Sertifikasi guru dalam meningkatkan profesionalisme pendidik." Edukasi 13(1).
Lay, C. (2010). EFL Teacher workshops on classroom management and increasing classroom interaction in Cambodia. E-teacher professional development workshop university of Maryland Baltimore County and University of Oregon.
Lester, J. N., et al. (2020). "Learning to do qualitative data analysis: A starting point." Human Resource Development Review 19(1): 94-106.
Lynch, M. (2010). "Basic needs and well-being: A self-determination theory view."
Mart, C. T. (2013). "A passionate teacher: Teacher commitment and dedication to student learning." International Journal of Academic Research in Progressive Education and Development 2(1): 437-442.
Morris, A. (2015). A practical introduction to in-depth interviewing, Sage.
Niemiec, C. P. and R. M. Ryan (2009). "Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice." Theory and research in Education 7(2): 133-144.
Priajana, N. (2017). "Continuing professional development activities for English teachers." ELT echo: The journal of English language teaching in foreign language context 2(1): 37-48.
Rahman, A. (2016). "Teacher professional development in Indonesia: The influences of learning activities, teacher characteristics and school conditions."
Riadi, M. E., et al. (2022). "The Effectiveness of Teacher Professionalism in Improving the Quality of Education." KnE Social Sciences: 517-527.
Richards, J. C. and T. S. Farrell (2005). Professional development for language teachers: Strategies for teacher learning, Cambridge University Press.
Ryan, R. M. and E. L. Deci (2000). "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being." American psychologist 55(1): 68.
Sprott, R. A. (2019). "Factors that foster and deter advanced teachers’ professional development." Teaching and Teacher Education 77: 321-331.
Szymkowiak, A., et al. (2021). "Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people." Technology in Society 65: 101565.
Van den Broeck, A., et al. (2008). "Self-determination theory: A theoretical and empirical overview in occupational health psychology."
Vo, L. T. and H. T. Mai Nguyen (2010). "Critical friends group for EFL teacher professional development." ELT journal 64(2): 205-213.
Widodo, S. (2016). "Professional development programs for teachers of English." Jurnal Ilmu Pendidikan 11(3).
Zainal, A. and R. Elham (2007). "Pengembangan Profesi." Bandung: Remaja Rosdakarya.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Eko Purwanti, Salma
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in ELTEJ agree to the following terms: Authors retain copyright and grant the ELTEJ right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ELTEJ. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in ELTEJ. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
