Motivations of teachers in Australian Christian schools to engage in postgraduate study

Abstract

The main focus of this study is to identify the influential factors that motivate educators in Christian schools to undertake postgraduate study. Initially a group of 230 primary/elementary and secondary teachers which included principals (head teachers) from five Christian schools were surveyed and the results were complemented by a more intensive qualitative study of a sub-sample of teachers, the latter enabling more idiosyncratic motivations to be detected, explanatory factors to be explored, and transfer into practice to be monitored. The study developed and explored a theoretical framework from which a model, titled, Model of Motivation for Postgraduate Study, was designed. The model was adapted from the Expectancy-Value Model of Achievement (Eccles and Wigfield, 2002) to explore the motivations of teachers for engagement in postgraduate study. An Explanatory Design, mixed method methodology, was employed. The first phase of the study used the Model of Motivation for Postgraduate Study to generate a new factor scale which was called Educators Motivations and Attitudes to Postgraduate Study (EMAPS). This factor scale was developed specifically to measure the motivations and attitudes of teachers towards postgraduate study and it was incorporated into the EMAPS Questionnaire used to survey the teachers from the five Christian schools. Two sets of Confirmatory Factor Analysis (CFA) models were tested as an 'all in' model but would not fit the data well. Exploratory Factor Analysis (EFA) was employed to develop an 'all in' model that would fit the data well. The EFA reduced the 18 factor EMAPS1 Scale to a ten factor scale called EMAPS2. A series of one way ANOVAs was conducted using a Bonferroni adjustment to the alpha level for determining statistical significance to determine whether one or more of the personal and professional factors, such as gender, age group, career stage and school, influenced the ratings participants had given to the items. The second phase of the study used semi-structured interviews, the questions of which drew from the results of the first phase of the study. Fifteen participants were interviewed. Data gathering methods and times were apposite for analysing the incentives and disincentives for teachers undertaking postgraduate study. The results were analysed using a Grounded Theory approach. Overall, the study indicated that factors within the Task Value component of the Model of Motivation for Postgraduate Study were more influential in motivating teachers to engage in postgraduate courses than the factors grouped within the Expectation of Success component. In addition, the study demonstrated that teachers at the middle stage of their teaching careers were more likely to engage in postgraduate study than those at the beginning or towards the end of their careers. Multiple contributory factors influenced these teachers in their pursuit of postgraduate study. Particular factors identified as 'motivators' included improving pedagogical skills and increasing subject knowledge, understanding the underlying philosophy behind educational trends and being equipped to teach from a Christian worldview. In addition, progression in career path through advancement or career change and the credibility of a postgraduate qualification were significant motivating factors. Important and influential 'demotivators' included time pressures, such as teachers' workload, and responsibilities of family and church life, and the financial cost of undertaking such study. Additional influences of educators' personal and professional backgrounds contributed to enhancing or hindering motivation and these influences included gender, age, school in which they taught and position in school. The study concludes with implications for schools and tertiary institutions suggesting that institutions ensure that postgraduate courses have relevant content, and are well structured and flexible to cater for the demands of teachers' workloads. It also recommends that schools rethink their professional development budgets to provide support for teachers undertaking postgraduate study. A major outcome of the study is the development of a robust factor scale, EMAPS3 which is suggested for future research into the motivations of teachers for postgraduate study.

Date of Award	2009
Original language	English