Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability

Proudfoot, Kevin ORCID: https://orcid.org/0000-0001-6497-016X and Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (2022) Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education .

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Abstract

How are teachers motivated to continue to learn throughout their career in a high-stakes accountability context? This innovative mixed methods study employs inductive/deductive hybrid thematic analysis and self determination theory to investigate teachers’ self-reported motivations to continue their professional learning. Through analysis of survey responses and in-depth interviews, a new concept of ‘constitutive motivations’ is presented. This concept adds more nuanced insight into the motivations of teachers working in contexts dominated by a neoliberal framework that foregrounds teacher performativity. The analysis suggests that, despite experiencing controlling managerialism within high-stakes accountability workplace contexts, teachers retain a sense of vocation and are motivated to learn based on their commitment to children and to teaching itself. The findings imply school leaders and teachers themselves should take steps to cultivate and harness constitutive motivations as a driver for professional learning.

Item Type:	Article
Journal / Publication Title:	Professional Development in Education
Publisher:	Taylor & Francis Group
ISSN:	1941-5265
Departments:	Institute of Education > Non-Initial Teacher Education
Additional Information:	This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4. 0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Depositing User:	Pete Boyd
Date Deposited:	06 Dec 2022 12:03
Last Modified:	13 Jan 2024 14:16
URI:	https://insight.cumbria.ac.uk/id/eprint/6732

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