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The Importance of Teacher Motivation in Professional Development : = Implementing Culturally Relevant Pedagogy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Importance of Teacher Motivation in Professional Development :/
Reminder of title:	Implementing Culturally Relevant Pedagogy.
Author:	Sekijima, Matthew J.
Description:	1 online resource (146 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798381090840

The Importance of Teacher Motivation in Professional Development : = Implementing Culturally Relevant Pedagogy.
Sekijima, Matthew J.

The Importance of Teacher Motivation in Professional Development :Implementing Culturally Relevant Pedagogy. - 1 online resource (146 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--University of Southern California, 2023.

Includes bibliographical references

Professional development (PD) and culturally relevant pedagogy (CRP) are both widely acknowledged to positively impact student outcomes. Despite these benefits, teacher motivation for PD is unequal, and teacher resistance to CRP is high. This dissertation investigates the factors that influence teacher motivation to implement instructional strategies learned from culturally relevant pedagogy professional development (CRP PD). Interviews were conducted with seven high school teachers in Southern California who completed a series of CRP PD. Additionally, document analysis of PD slide presentations contextualized and corroborated the accompanying interview data. Study findings revealed that teacher motivation was influenced by self-efficacy, levels of value for PD strategies (i.e., utility, attainment, intrinsic), and the costs of learning and implementation. Furthermore, environmental factors were found to shape teacher motivation, including the impact of administrators, colleagues, PD facilitators, and the school's culture and learning environment. This study posits how administrators and PD facilitators can more effectively foster teacher motivation through greater awareness of teacher-administrator power dynamics, maximizing teacher support by addressing vocational bandwidth, and targeting teacher self-efficacy and utility values with evidence-based instructional strategies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381090840Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Professional developmentIndex Terms--Genre/Form:

554714
Electronic books.

The Importance of Teacher Motivation in Professional Development : = Implementing Culturally Relevant Pedagogy.
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520 $a Professional development (PD) and culturally relevant pedagogy (CRP) are both widely acknowledged to positively impact student outcomes. Despite these benefits, teacher motivation for PD is unequal, and teacher resistance to CRP is high. This dissertation investigates the factors that influence teacher motivation to implement instructional strategies learned from culturally relevant pedagogy professional development (CRP PD). Interviews were conducted with seven high school teachers in Southern California who completed a series of CRP PD. Additionally, document analysis of PD slide presentations contextualized and corroborated the accompanying interview data. Study findings revealed that teacher motivation was influenced by self-efficacy, levels of value for PD strategies (i.e., utility, attainment, intrinsic), and the costs of learning and implementation. Furthermore, environmental factors were found to shape teacher motivation, including the impact of administrators, colleagues, PD facilitators, and the school's culture and learning environment. This study posits how administrators and PD facilitators can more effectively foster teacher motivation through greater awareness of teacher-administrator power dynamics, maximizing teacher support by addressing vocational bandwidth, and targeting teacher self-efficacy and utility values with evidence-based instructional strategies.
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