Term
Summer 2019
Capstone
Dissertation
Degree Name
EdD
Primary Advisor/Dissertation Chair
Karen Moroz, Ed.D.
Secondary Advisor/Reader One
Jennifer Carlson, Ph.D.
Peer-Reviewer/Reader Two
John Schulz, Ph.D.
Abstract
This qualitative case study investigated the connections between teacher motivation and high quality professional development. The research focused on two elementary schools in one large suburban school district in the upper Midwest. Surveys, individual interviews, focus group interviews, and document analysis were all used to collect data. This study identified the attributes of high quality professional development, which include collaboration, sustainability, and active teacher learning (Darling-Hammond, Hyler, & Gardner, 2017; Desimone & Pak, 2017; Macias, 2017; Parsons, Parsons, Morewood & Ankrum, 2016; Steeg & Lambson, 2015). The study explored current research around intrinsic and extrinsic motivation (Deci et al. 1991; Pink, 2009) and strove to determine which types of professional learning best support teachers in the continuous pursuit of developing their pedagogy. One conclusion is that when teachers are intrinsically motivated, the pursuit of mastery is ongoing and raised student achievement can be the outcome.
Research Methodology
Case Study, Focus Group, Interview, Survey (attitude scale, opinion, questionnaire)
Keywords
Motivation, Reflective Practice, Teachers/ Teaching, Professional Development
Recommended Citation
Carlson, Ann, "Finding Connections Between Teacher Motivation And Professional Development In Pursuit Of Mastery In Practice" (2019). School of Education and Leadership Student Capstone Theses and Dissertations. 4465.
https://digitalcommons.hamline.edu/hse_all/4465
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations