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Introduction
When teachers leave the safety of college courses and enter the classroom, they
are faced with many challenges. Teachers must continue to learn as new research
surfaces, new learning techniques are found, and learners change. Professional
development is the typical approach to continuing education for teachers. Most schools
offer professional development on campus (Benson, 2010). These opportunities to learn
usually occur in formal in-service training or during every day school activities (Clement,
2000). As teachers gain more experience and move further in their career, their needs for
professional development change (Eros, 2011).
Background of Problem
Lack of sufficiently appropriate professional development for teachers is one of
the reasons more experienced teachers are leaving the field of education (Eros, 2011). In
order to keep quality teacher in the classroom, schools need to find alternative teacher
training programs that meet the needs to students while also satisfying the teachers.
Statement of Problem
As teachers progress through their careers, a need for autonomy develops (Cryps,
1993). Typical professional development sessions generally focus on topics that are
valuable for new teachers to learn basic classroom management and instruction skills
(Eros, 2011). These skills are not necessarily needed for experienced teachers. Mandated
professional development sessions can decrease job satisfaction and negatively impact
teacher retention (Pearson, 2005). As a alternative to professional development sessions,
Professional Learning Networks (PLNs) allow teachers to choose a topic of interest and
utilize social networks to learn more about the topic (Trust, 2012).
Purpose of Study
The purpose of this study is to determine if motivation to participate in a
professional learning scenario is greater when teachers participate in Professional
Learning Networks rather than in lecture-format professional developments. This study
will also attempt to determine if that motivation is greater among secondary than primary
teachers.
Definition of Terms
Instructional Level refers to the grade level at which the teacher instructs.
Primary is understood to mean Pre-K through 5th grade, while Secondary is
considered grades 6-12.
Online Learning refers to using internet tools such as blogs, RSS feeds,
Twitter, and Facebook to learn new material. Online learning also includes a
social interaction aspect that requires the learner to interact with others
(Yang, 2006).
Autonomy refers to the learner having some control over the method in
which they learn.
Motivation refers to the reason for completing a task, the effort a person is
willing to put forward to complete the task and the duration a person is
willing to work on a task (Dornyei, 2000).
Significance of Study
The theories of extrinsic and intrinsic motivation is often applied to students, but
by looking at how motivation changes teacher education, teachers could potentially save
valuable time by creating their own PLNs and not attending professional developments
that are not applicable to their teaching assignment.
Teachers and administrators will benefit greatly from this study. Administrators can
can better understand how to serve their staff and teachers can better understand how to
gain the most practical knowledge through either professional development or PLNs. By
better preparing teachers with relevant education, students will also benefit through
receiving an education that incorporates up-to-date teaching techniques.
Assumptions
It is assumed that participants in the study will be truthful in their responses on
the questionnaire. It is also assumed that participants will understand their privacy rights
and that all data will be confidential.
Limitations
There is a possibility of bias on the part of the teachers participating in the study.
Teachers may have previous opinions on professional development that may skew their
responses. There is also the possibility of teachers having negative attitudes towards
technology that may cause some negative responses in the data.
Organization of Study
The remainder of this paper will cover a brief literature review that provides
background information on professional development, PLNs and teacher autonomy. In
addition to the literature review, the research question and hypotheses will be defined as
well as an explanation of Self-Determination Theory, the theoretical basis for this study.
Lastly, the methods for collecting and analyzing data will be discussed along with a
thorough explanation of the Motivation for Learning Strategies Questionnaire, which will
be used as the measurement instrument for this study.
Literature Review
Introduction
This study seeks to understand professional development alternatives and the
varying influence different kinds of professional development have on teacher
motivation. In order to better understand this study, this literature review summarizes
findings surrounding the topics of professional development, PLNs and teacher
autonomy.
Theoretical Perspective
Self-Determination Theory (SDT) is a theory that states that motivation is linked
to the basic needs of competence, autonomy and relatedness being met (Deci & Ryan,
2000). Other factors such as goal attainment, social interactions and environment can also
influence motivation (Deci & Ryan, 2000). In comparison to most behavior theories that
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Summary
Teacher autonomy is essential for teacher retention (Eros, 2011). However, lack
of depth in professional development is a key issue in fostering autonomy and job
satisfaction (Eros, 2011). PLNs have the potential to offer a differentiated learning
structure for teachers (Trust, 2012). This study seeks to determine if motivation is
increased through the use of PLNs in comparison to traditional professional development
sessions.
Method
Introduction
For this study, Oklahoma educators will be given a questionnaire about
motivation and then either participates in a PLN or in a traditional professional
development session. After the professional development, the participants will then take
the same questionnaire and the results will be compared to note any changes in
motivation.
Research Design
This sample is representative of the study population because it includes teachers
who are in a typical classroom and who have also been teaching long enough to establish
a career in the field of education.
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Participants
Population. The study population consists of K-12 public educators in the state of
Oklahoma.
Sample. The sample for this study will consist of teachers within Oklahoma City
Public Schools. The teachers included in the sample will need to have at least three years
of teaching experience, and must teach in a self-contained classroom. This study will not
include teachers who do not teach core subjects (English, Math, Social Studies, Science)
or who teach in a Special Education classroom.
200 teachers will be used in this study: 100 from K-5 grades, and 100 from 6-12
grades. This sample size was chosen to not only be representative of Oklahoma teachers,
but to also have a large enough sample to gather data from primary and secondary
teachers.
Sampling method. Simple random sampling will be used to collect the sample
population. The parameters of the sample will be given to the Human Resource
Department of Oklahoma City Public Schools. From there, a list will be generated of
possible candidates for the study. The list will be divided into secondary and primary
teachers. Each teacher will receive a randomly assigned number and 100 teachers will be
selected from each list. An email will then be sent to those candidates to inform them of
their participation in the study.
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Data Collection
This study will utilize pre and post test data measuring motivation. Two weeks
before any participation in PLN or professional development, the sample will receive a
pretest to measure motivation. Half of the sample will receive traditional professional
development while the other half will participate in a PLN. After the completion of the
treatment, the sample will then take a post-test measuring any change in motivation.
Instrument(s)
The Motivation and Learning Strategies Questions (MLSQ) (see Appendix) will
be administered to each participant before the introduction of the independent variable,
learning scenario. After being exposed to the independent variable, the MSLQ will be
given again to determine if a change in motivation has occurred.
The MSLQ will be administered via email for the pre-test two weeks before the sample
will participate in the learning scenario. The post-test MSLQ will be administered as a
paper and pencil questionnaire at the conclusion of the learning scenario session. It is the
hope that the time difference between the pre-test and the post-test will eliminate any bias
by the sample subjects in altering their answers intentionally or otherwise.
Validity. The MLSQ has consistent predictive validity showing a direct positive
correlation between learner motivation and learner achievement (Pintrich, 1993). This
was true for all motivational and cognitive subscales with the exception of extrinsic
motivation (Pintrich, 1993).
Reliability. The MLSQ has internal consistency with a reliability coefficient
above .60 for most subscales (See: Table 1) (Printrich, 1993). This level is acceptable
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since motivation is similar to a personality measure and those measures coefficients are
acceptable if approximately equal to .70 (Gay, 2011).
Data Analysis
For this study, the data will be analyzed using a difference of means t-test.
Specifically, the intrinsic motivation subscales will be compared between the pre and
post-test data. Pre-test and post-test data will be compared for both learning scenario and
instructional level.
Summary
The sample for this study will be selected randomly from Oklahoma City Public
School teachers who meet the criteria of the sample. Participants will take the MSLQ
once before participating in a professional development learning scenario and then once
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again after completing the learning scenario. The motivation scales utilized in the MLSQ
will aid in determining a change in motivation after either participating in the PLN or the
professional development session.
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References
Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for
experimentation in secondary school English language teaching. Language
Teaching Research, 14(3), 259-275. doi: 10.1177/1362168810365236
Clement, M., & Vandenberghe, R. (2000). Teachers' professional development: A
solitary or collegial (ad)venture? Teaching and Teacher Education, 16(1), 81-101.
doi:10.1016/S0742-051X(99)00051-7
Cryns, T., & Johnston, M. (1993). A collaborative case study of teacher change: From a
personal to a professional perspective. Teaching and Teacher Education, 9(2),
147-158. doi:10.1016/0742-051X(93)90050-Q
Deci, E. L., & Ryan, R. M. (2000). The what and why of goal pursuits: Human needs
and the self-determination of behavior. Psychological Inquiry, 11, 227-268. doi:
10.1207/S15327965PLI1104_01
Drnyei, Z. (2000), Motivation in action: Towards a process-oriented
conceptualisation of student motivation. British Journal of Educational
Psychology, 70: 519538. doi: 10.1348/000709900158281
Eros, J. (2011). The career cycle and the second stage of teaching: Implications for policy
and professional development. Arts Education Policy Review, 112(2), 65-70. doi:
10.1080/10632913.2011.546683
Gay, L.R., Mills, G. E., Airasian, P. W. (2011). Educational research: competencies for
analysis and applications. Pearson Education. Kindle Edition.
Kao, C-P., Wu, Y-T., & Tsai, C-C. (2011). Elementary school teachers' motivation
toward web-based professional development, and the relationship with internet
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Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of
Digital Learning in Teacher Education, 28(4), 133-138. doi:
10.1080/21532974.2012.10784693
Yang, C., Tsai, I., Cho, M., & Laffey, J. (2006). Exploring the relationships between
students' academic motivation and social ability in online learning environments.
Internet and Higher Education, 9(4), 277-286. doi:10.1016/j.iheduc.2006.08.002
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Appendix
Motivated Strategies or Learning Questionnaire
A. Self-Efficacy
2. Compared with other students in this class I expect to do well.
7. Im certain I can understand the ideas taught in this course.
10. I expect to do very well in this class.
11. Compared with others in this class, I think Im a good student.
13. I am sure I can do an excellent job on the problems and tasks assigned for
this class.
15. I think I will receive a good grade in this class.
20. My study skills are excellent compared with others in this class.
22. Compared with other students in this class I think I know a great deal about
the subject.
23. I know that I will be able to learn the material for this class.
B. Intrinsic Value
1. I prefer class work that is challenging so I can learn new things.
5. It is important for me to learn what is being taught in this class.
6. I like what I am learning in this class.
9. I think I will be able to use what I learn in this class in other classes.
12. I often choose paper topics I will learn something from even if they require
more work.
17. Even when I do poorly on a test I try to learn from my mistakes.
18. I think that what I am learning in this class is useful for me to know.
21. I think that what we are learning in this class is interesting.
25. Understanding this subject is important to me.
C. Test Anxiety
3. I am so nervous during a test that I cannot remember facts I have learned.
14. I have an uneasy, upset feeling when I take a test.
24. I worry a great deal about tests.
27. When I take a test I think about how poorly I am doing.
D. Cognitive Strategy Use
30. When I study for a test, I try to put together the information from class and
from the book.
31. When I do homework, I try to remember what the teacher said in class so I
can answer the questions correctly.
33. It is hard for me to decide what the main ideas are in what I read. (*R)
35. When I study I put important ideas into my own words.
36. I always try to understand what the teacher is saying even if it doesnt make
sense.
38. When I study for a test I try to remember as many facts as I can.
39. When studying, I copy my notes over to help me remember material.
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42. When I study for a test I practice saying the important facts over and over to
myself.
44. I use what I have learned from old homework assignments and the textbook
to do new assignments.
47. When I am studying a topic, I try to make everything fit together.
53. When I read material for this class, I say the words over and over to myself to
help me remember.
54. I outline the chapters in my book to help me study.
56. When reading I try to connect the things I am reading about with what I
already know.
E. Self-Regulation
32. I ask myself questions to make sure I know the material I have been studying.
34. When work is hard I either give up or study only the easy parts. (*R)
40. I work on practice exercises and answer end of chapter questions even when
I dont have to.
41. Even when study materials are dull and uninteresting, I keep working until I
finish.
43. Before I begin studying I think about the things I will need to do to learn.
45. I often find that I have been reading for class but dont know what it is all
about. (*R)
46. I find that when the teacher is talking I think of other things and dont really
listen to what is being said. (*R)
52. When Im reading I stop once in a while and go over what I have read.
55. I work hard to get a good grade even when I dont like a class.
(Pintrich, 1990)