Understanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory

Teachers’ continuing professional development (CPD) is a dynamic process that coordinates teachers’ external behavior and internal states. Most teachers participate in varied forms of CPD activities either voluntarily or contractually. The more motivated teachers are to engage in CPD, the more likel...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Jie Yang
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	motivation continuing professional development self-determination theory TEFL (Teaching English as a Foreign Language) teacher autonomous motivation Psychology BF1-990
Acceso en línea:	https://doaj.org/article/d4f65beba8fe49f3bd1642bec3d2deed
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:d4f65beba8fe49f3bd1642bec3d2deed
record_format	dspace
spelling	oai:doaj.org-article:d4f65beba8fe49f3bd1642bec3d2deed2021-11-30T20:53:06ZUnderstanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory1664-107810.3389/fpsyg.2021.768320https://doaj.org/article/d4f65beba8fe49f3bd1642bec3d2deed2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.768320/fullhttps://doaj.org/toc/1664-1078Teachers’ continuing professional development (CPD) is a dynamic process that coordinates teachers’ external behavior and internal states. Most teachers participate in varied forms of CPD activities either voluntarily or contractually. The more motivated teachers are to engage in CPD, the more likely they achieve professional and personal growth. Against this backdrop, the current study, adopting the framework of self-determination theory (SDT), sought to investigate the types and levels of Chinese college TEFL (Teaching English as a Foreign Language, hereafter TEFL) teachers’ motivation toward CPD. The questionnaire survey was administered to 402 academics who taught the English language in diverse universities in China. The quantitative analysis showed that teachers exhibited stronger identified regulation and intrinsic motivation than external regulation. Specifically, the exploratory factor analysis identified five motivational orientations: inner-directed academic improvement and cognitive interest, academic self-fulfillment and obligation, academic and social responsibility, social recognition and promotion, lacking the intention for CPD, which corresponded to the SDT motivation continuum. To triangulate, further interviews were conducted with 12 TEFL teachers. The findings of the qualitative analysis—the thematic analysis through Nvivo (Version 12) on the open-ended question and the interviews, revealed that teachers’ struggles in CPD were mainly concerned with the school-related, CPD-related, and teacher-related problems. Moreover, a big gap between teachers’ needs and contextual support was found to be bridged. Based on the findings, this study proposed that social conditions should support teachers’ basic psychological needs in order to sustain and enhance TEFL teachers’ motivation for CPD.Jie YangJie YangFrontiers Media S.A.articlemotivationcontinuing professional developmentself-determination theoryTEFL (Teaching English as a Foreign Language) teacherautonomous motivationPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	motivation continuing professional development self-determination theory TEFL (Teaching English as a Foreign Language) teacher autonomous motivation Psychology BF1-990
spellingShingle	motivation continuing professional development self-determination theory TEFL (Teaching English as a Foreign Language) teacher autonomous motivation Psychology BF1-990 Jie Yang Jie Yang Understanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory
description	Teachers’ continuing professional development (CPD) is a dynamic process that coordinates teachers’ external behavior and internal states. Most teachers participate in varied forms of CPD activities either voluntarily or contractually. The more motivated teachers are to engage in CPD, the more likely they achieve professional and personal growth. Against this backdrop, the current study, adopting the framework of self-determination theory (SDT), sought to investigate the types and levels of Chinese college TEFL (Teaching English as a Foreign Language, hereafter TEFL) teachers’ motivation toward CPD. The questionnaire survey was administered to 402 academics who taught the English language in diverse universities in China. The quantitative analysis showed that teachers exhibited stronger identified regulation and intrinsic motivation than external regulation. Specifically, the exploratory factor analysis identified five motivational orientations: inner-directed academic improvement and cognitive interest, academic self-fulfillment and obligation, academic and social responsibility, social recognition and promotion, lacking the intention for CPD, which corresponded to the SDT motivation continuum. To triangulate, further interviews were conducted with 12 TEFL teachers. The findings of the qualitative analysis—the thematic analysis through Nvivo (Version 12) on the open-ended question and the interviews, revealed that teachers’ struggles in CPD were mainly concerned with the school-related, CPD-related, and teacher-related problems. Moreover, a big gap between teachers’ needs and contextual support was found to be bridged. Based on the findings, this study proposed that social conditions should support teachers’ basic psychological needs in order to sustain and enhance TEFL teachers’ motivation for CPD.
format	article
author	Jie Yang Jie Yang
author_facet	Jie Yang Jie Yang
author_sort	Jie Yang
title	Understanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory
title_short	Understanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory
title_full	Understanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory
title_fullStr	Understanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory
title_full_unstemmed	Understanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory
title_sort	understanding and enhancing chinese tefl teachers’ motivation for continuing professional development through the lens of self-determination theory
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/d4f65beba8fe49f3bd1642bec3d2deed
work_keys_str_mv	AT jieyang understandingandenhancingchineseteflteachersmotivationforcontinuingprofessionaldevelopmentthroughthelensofselfdeterminationtheory AT jieyang understandingandenhancingchineseteflteachersmotivationforcontinuingprofessionaldevelopmentthroughthelensofselfdeterminationtheory
_version_	1718406291684065280

Understanding and Enhancing Chinese TEFL Teachers’ Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory

Ejemplares similares