In-service science and mathematics teachers’ motives and participation in continuous professional development



Knowing in-service teachers’ motives is important for understanding career choices, retention and participation in lifelong learning. We explored In-service Teachers’ motives for Initial Teacher Education and participation in continuous professional development using a mixed method approach. A questionnaire combining closed-ended items with open-ended items was used to collect data from a convenient sample of seventy-seven in-service teachers. Mean scores were used to determine motives and drivers for participation. Content analysis was used to interpret individuals’ views and experiences. First, the study revealed that in-service teachers had closely related aspirations, that is, to attain higher qualifications, increase chances for job change and higher earnings. Second, based on mean scores less than 2.5, in-service teachers were neither attracted to teaching by social nor extrinsic factors. The mean scores greater than 3, meant that in-service teachers were attracted to teaching by intrinsic and altruistic factors. Third, our study revealed that the Teacher Capacity Development programme was attractive because of a combination sponsorship and specialism areas offered by the institution. We recommend that universities to find ways of reducing fees and to provide affordable accommodation, as ways to increase enrolments. Furthermore, the government should sponsor the training of teachers as it does other social services sectors like nursing and the police.


Motives, in-service training, teacher capacity development

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Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood EducationUniversity of Patras.

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