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Exploring the Link Between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach

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  • Sintayehu Belay
  • Tadesse Melesse

Abstract

This study’s main objective was to use structural equation modeling to examine the direct effects of teachers’ amotivation, identified regulation, external regulation, introjected regulation, and intrinsic motivation on PLC development in Ethiopia’s Awi administrative zone’s primary and middle schools. For this purpose, a correlational quantitative study design was used. The arbitrarily selected 342 primary and middle school teachers were the major data sources through a questionnaire. The findings of this study confirmed that unlike identified regulation, introjected regulation, and amotivation, teachers’ intrinsic motivation for continuous professional development and external regulation has a significantly positive and strong direct effect on building a professional learning community in schools. Besides, teacher intrinsic motivation fully mediated the influence of introjected regulation and identified regulation on enhancing professional learning communities, but amotivation and external regulation did not. In conclusion, the study underscores the critical role of intrinsic motivation in fostering PLC development in schools. Educational stakeholders should prioritize initiatives that promote teachers’ intrinsic motivation, autonomy, and sense of purpose to cultivate vibrant learning communities.

Suggested Citation

  • Sintayehu Belay & Tadesse Melesse, 2024. "Exploring the Link Between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach," SAGE Open, , vol. 14(3), pages 21582440241, September.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:3:p:21582440241281855
    DOI: 10.1177/21582440241281855
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    References listed on IDEAS

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    1. Jean Tirole & Roland Bénabou, 2006. "Incentives and Prosocial Behavior," American Economic Review, American Economic Association, vol. 96(5), pages 1652-1678, December.
    2. Esther Duflo & Rema Hanna & Stephen P. Ryan, 2012. "Incentives Work: Getting Teachers to Come to School," American Economic Review, American Economic Association, vol. 102(4), pages 1241-1278, June.
    3. Ashraf, Nava & Bandiera, Oriana & Jack, B. Kelsey, 2014. "No margin, no mission? A field experiment on incentives for public service delivery," Journal of Public Economics, Elsevier, vol. 120(C), pages 1-17.
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