Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 17 no. 9 (2024)

Continuing Professional Development for Teachers: Trade-Off Between Legislation and Self-Motivation

Jelyn Sabid

Discipline: Education

 

Abstract:

The purpose of this study was to find out the motivational factors affecting the teachers’ decision trade-off between legislative requirements and self-motivation in the context of continuing professional development (CPD) in pursuing graduate studies after continuing professional development bill had been passed and became a statutory law in the Philippines. The study used a qualitative research design and collected data from interviews to teachers who had been in the service for many years but had decided to enroll for master’s degree only after the implementation of the CPD Law. The findings revealed that CPD Law for all regulated professionals including teachers greatly motivated and challenged the teachers in pursuing post-graduate studies as professional qualification and a mandatory requirement to develop broader skills prior to professional license renewal. Although, CPD is not limited to post-graduate studies, but it is also through many hours of trainings, seminars and workshops, yet it was viewed as the best option to earn the required full units upon completion of the masters’ or doctorate course. Though, it caused pressure and burden on the part of the teachers but it had helped them to be professionally and globally competitive on their field.



References:

  1. Bautista, R. et.al. From competitive to collaboration: Unravelling Teachers’ lesson study experiences: International Journal of Evaluation and Research in Education 
  2. Boyce & Neale (2006). Conducting in-depth interview: A guide for designing and Conducting in-depth interviews for evaluation input. Pathfinder International Tool series, monitoring and evaluation-2.  https://www.pathfind.org/site/docserver/in_e_tool_series_indepth_interview.pdf?docID=6301/
  3. Brekelmans, et.al (2012). Guided work-based learning: Sharing practical teaching knowledge with teaching knowledge with student teachers, 28, 229-239.
  4. Caena, Francheska (2011). Teachers’ continuing professional development European Commission.
  5. Cave and Mulloy (2010). Teachers’ motivation to participate in training. A self –determination theory.
  6. Creswell, J. (2008). Research Design qualitative, quantitative, and mixed methodsapproaches 3rd edition. https://www.scribd.com>document>creswell
  7. Demir, E. (2016). Investigating the relationship between the effects of motivations,personal development and basic computer usage upon the student success in distance education: Participatory Educational Research 3 (2), 51-62, 2016
  8. Dornyei, Z., & Ushioda, E. (2010). Teaching and researching motivation (2 ed.). London:Longman.
  9. Felipe. H.P. (2014). Continuing Professional development: Best Practices. Middle East African journal of ophthalmology
  10. Gagne, M. et al. (2010). The motivation at work scale:validation evidence in two languages. Educational and Psychological Measurement, 70, 628-646. http://dx.doi.org/10.1177/0013164409355698.
  11. Govender, D. & Govender, I. (2009). On –site Professional Development for InformationTechnology (IT) Teachers: A South African Case Study.
  12. Hargreaves, A. (2010). Four ages of professionalism and professional learning: Teachersand Teaching: Theory and Practice
  13. Hayes, Mizell, et.al (2010). Why professional development matters: Learning forward (NJ)eric.ed.gov.
  14. Lavrakas, Paul, J. (2008). Purposive sample: Encyclopedia of Survey Research Methods https://dx.doi.org/10.4135/9781412963947.n419
  15. Mack, N., Woodsong, et.al (2005). Qualitative research methods: A data collector’s guide. Family Health International. North Carolina, USA.
  16. Martinez-pons, M. (2002). A social cognitive view of parental influence on student academic self-regulation. Theory into practice, 61, 126-131.
  17. McClelland. Human Motivation theory: discovering what drives members of your team. 
  18. McLeod, (2009). An introduction to counselling. 4th edn. Maidenhead: Open University Press. MindTool essential skills for an excellence career. https://www.mindtools.com
  19. Siddiqui, F.  BBA, MBA-Fin, MPhil-Fin, PhD.2004. Module 1- Leadership and Management ILM - UK–Pursuing CMA-USA. Individual member of Institute of Management Consultants of India
  20. Smith, Cristine & Gillespie, Marilyn (2007). Research on professional development andteacher change: Implications for adult basic education. Comings -07.qxd 2/2/2007
  21. Woodsong, C & Mack, N. (2005). Qualitative research methods: a data Collector’s field guide. Fhi360 the science of improving lives. www.fhi360.org
  22. Wright, Ann Webster (2009). Reframing professional development through understanding Authentic professional learning: Review of educational research, v79, issue 2 pp.702-739, SAGE Publications.
  23. Zimmerman, Barry J. Albert Bandura and Manuel Martinez- Pons. Self- Motivation for academic attainment: The role of self- efficacy beliefs and personal goal setting. American Educational Research Journal vol. 29, no. 3 (autumn, 1992), pp.663-676 (https://www.edglossary.org/professional-development/) . The glossary of education for journalists, parents, and community members: Professional development last updated 08.29.13

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic