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must research teachers' motivation to and practice as opposed to being placed continue to pursue professional
comprehend and improve professional in a random session because there are development opportunities, it is
development programs and increase no specific sessions available. essential to understand what factors
teachers' participation. Moreover, they Bautista, Toh, and Wong (2018) dis- motivate them and to provide
must take account of meetings teach- cussed that teachers’ specializations guidance to effectively prepare
ers’ needs through their programs to should be considered, as the motiva- programs (Bigsby & Firestone, 2017).
ensure that the learning impacts the tions and needs may be different than Colleague collaboration strategies and
students. Understanding why teachers teachers in other content areas. Often, needs for professional development
participate in professional development teachers are placed in random profes- can be used to create professional
will lead to implementing programs that sional development sessions, because development that will positively impact
encourage teachers to join. no sessions that are specific to their student achievement (Kindall, Crow, &
Based on my research, teachers are content are offered. Moreover, research Elsass, 2018). Teachers are motivated
motivated by receiving resources that shows that there is no such thing as a by any professional development
can be used in instruction, strategies, one-size-fits-all professional develop- that directly and positively impacts
and practices that improve student ment program and placing teachers their students’ success. Moreover,
achievement, and feeling that their ad- in these programs will not result in collaboration is frequently identified as
ministrators value their time and exper- teacher growth (Bautista, Toh, & Wong, a positive component of professional
tise. Past experiences with professional 2018). Rather, teachers would benefit development.
development shape these perceptions. from collaborating with department Exploring teachers’ perceptions of
Many teachers value anything that can colleagues on content specific areas, what motivates them to engage
be immediately implemented into their rather than attend a mandated ses- in professional development, and
practice, while others seek many oppor- sion that may not be relevant to their what they need for their professional
tunities on their own to enrich students’ specializations. Implementing grade- development in terms of models,
educational experiences. Furthermore, level targeted professional develop- times, and whether the learning can be
most teachers have the desire to feel ment that focuses on specific teachers' applied to teachers’ classrooms, is an
valued when it comes to their profes- needs would be more beneficial to effective way to implement programs
sional development experiences. Many growth (Kindall, Crow, & Elsass, 2018). and increase participation. The bottom
teachers feel that their time needs to Additionally, district administrators and line is that teachers are motivated to
be valued by implementing less district teachers should collaborate to deter- pursue professional development when
mandated/required professional de- mine the most effective way to integrate it benefits their students, provides them
velopment and allowing more time for teacher input into their program. with resources and materials, values
collaboration. Additionally, teachers can Student achievement is directly linked their time, and allows them to identify a
feel valued by attending professional to professional development (Claudia, need for and choose their programs.
development specific to their content 2015). Thus, to ensure that teachers

Resources
Bautista, A., Toh, G.-Z., & Wong, J. (2018). Primary School Music Teachers’ Professional Development Motivations,
Needs, and Preferences: Does Specialization Make a Difference? Musicae Scientiae, 22(2), 196-223. https://journals.
sagepub.com/home/msx
Bigsby, J.B., & Firestone, W.A. (2017). Why Teachers Participate in Professional Development: Lessons From a
Schoolwide Teacher Study Group. The New Educator, 13(1), 72-93. https://www.tandfonline.com/toc/utne20/current
Claudia, V. (2015). The Role of Motivation in the Development of Schoolteachers’ Careers. Procedia-Social and
Behavioral Sciences, 180, 1109-1115. https://doi.org/10.1016/j.sbspro.2015.02.220
Khan, A., Khan, M., Fakhar, M., Irshad, M., Shahzada, N., & Raheem, A. (2016). Factors Responsible for Teachers’
Motivation at Secondary Schools in District Abbottabad. City University Research Journal, Special Issue: AIC, Malaysia,
130-141. http://www.cusitjournals.com/index.php/CURJ
Kindall, H.D., Crowe, T., & Elsass, A. (2018). The Principal’s Influence on the Novice Teachers’ Professional Development in
Literacy Instruction. Professional Development in Education, 44(2), 307-310. https://www.tandfonline.com/toc/rjie20/current
Yurtseven, N. (2017). The Investigation of Teachers’ Metaphoric Perceptions About Professional Development. Journal of
Education and Learning, 6(2), 120-131. https://doi.org/10.5539/jel.v6n2p120

About the Author

Florencia Norton is a 16-year educator with experience in elementary and middle school. As the
current assistant principal of Millstone Township Middle School, Florencia works with all stakeholders to
positively impact student achievement and school culture and climate. As a lifelong learner, Florencia 0
bbprogram. Follow her on Twitter @ FlorNorton13.

Educational Viewpoints -43- Spring 2021