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Teacher Autonomous Motivation for Continuous Professional Development: The Relationship with Perceived Workplace Conditions
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Zhang, Xin; Admiraal, Wilfried; Saab, Nadira – Teachers and Teaching: Theory and Practice, 2022
The school context has the potential to hinder or stimulate teachers' motivation to attend Continuous Professional Development (CPD) programs. The present study investigated the relationship between workplace conditions in schools and teachers' autonomous motivation to participate in CPD. A questionnaire was completed by 472 teachers in 13 schools…
Descriptors: Foreign Countries, Elementary School Teachers, Faculty Development, Continuing Education
Mind the Conflict: Empathy When Coping with Conflicts in the Education Sphere
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Levi-Keren, Michal; Godeano-Barr, Shiri; Levinas, Shiri – Cogent Education, 2022
Recent studies show that conflict situations are a quite frequent reality in schools. These conflict occurrences can be attributed, among other things, to the lack of conflict resolution skills among school personnel. This paper presents a mixed methods study aimed to evaluate the effect of the "Mind the Conflict" intervention model on…
Descriptors: Elementary School Teachers, Foreign Countries, Beginning Teachers, Conflict
Leveraging Self-Determination Theory to Understand Which Preschool Teachers Benefit Most from a Professional Development Intervention
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Bayly, Benjamin L.; Dizon, Eleanor; Shrestha, Gitanjali; Smith, Crystal Lederhos; Tekle, Senait; Rhoades Cooper, Brittany – Journal of Early Childhood Teacher Education, 2022
Effective professional development (PD) interventions that promote high quality teacher-child interactions are important mechanisms to support social-emotional and cognitive development in early childhood. One PD intervention that has shown to be effective is MyTeachingPartner (MTP); however, previous research has suggested that both teacher and…
Descriptors: Self Determination, Preschool Teachers, Faculty Development, Intervention