Özet:

This case study investigated teachers’ motivation to attend professional development sessions. In particular, this study explores why teachers engage in professional developments as well as how personal and organizational factors influence teachers’ professional development experiences. Using a qualitative methodology, six teachers from K-6 grade band and their math coach were interviewed at three different schools in a rural Midwestern County in the US. In addition, field observations were conducted. Data were analyzed through there major categories—motivators, professional development activities, and work context. The study concludes that professional development activities form complex inter-relationships with teacher motivation consisting of intrinsic and extrinsic motivators, a range of learning activities, and teacher work context. There is bidirectional interaction between each contributor and professional development.

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