The Role of Professional Development on Teachers' Organizational Citizenship Behavior and Motivation

Autor/in	Barghani, Zahra Sonia
Titel	The Role of Professional Development on Teachers' Organizational Citizenship Behavior and Motivation
Quelle	(2021), (149 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, William Howard Taft University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Professional Development; Program Effectiveness; Teacher Motivation; Teacher Behavior; Teacher Empowerment; Organizational Climate; Work Environment; School Effectiveness; Industrial Psychology; Psychological Needs; Preschool Teachers; Foreign Workers; International Schools; Teacher Collaboration; Recognition (Achievement); Professional Autonomy; Expectation; Incentives; Job Satisfaction; Job Performance; Altruism; Compliance (Psychology); Collegiality; Organizational Communication; Foreign Countries; China (Shanghai) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher behaviour; Lehrerverhalten; Organisationsklima; Arbeitsmilieu; Schuleffizienz; Betriebspsychologie; Industriepsychologie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; International school; Internationale Schule; Lehrerkooperation; Soziale Anerkennung; Berufsfreiheit; Expectancy; Erwartung; Anreiz; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Work performance; Arbeitsleistung; Altruistic behavior; Altruismus; Kollegialität; Ausland
Abstract	Professional development is an essential element in teachers' growth, and subsequently, students' success. Moreover, teachers' sense of motivation and their sense of organization citizenship behavior are factors that can greatly benefit organizational success by empowering teachers and increasing workplace productivity. The purpose of this study was to examine how professional development could increase teachers' motivation and their organizational citizenship behavior. This study was a qualitative case study with descriptive statistics, which studied 28 teachers employed at two international kindergartens in Shanghai, China. The study was structured in two phases with subject area professional development opportunities offered between the two phases. In each phase, participants completed two surveys with a total of 96 Likert-items regarding their organizational citizenship behavior and sense of motivation. Eleven participants also shared their ideas in semistructured interviews. The interview transcripts were examined using the tenets of thematic analysis as set forth by Braun and Clarke (2008). Triangulation of the results indicated that professional development can increase teachers' organizational citizenship behavior and motivation if five overarching categories are fostered in the workplace; namely, clear communication, collaborative opportunities, value and recognition, professional development expectations, and incentives. The limited number of participants, a narrow population scope, and the researcher being an insider researcher at one of the participating schools were acknowledged as limitations for this study. For future studies, the researcher recommends widening the participant pool, reducing the quantitative portion of the study, and expanding the length and depth of the professional development opportunities. It can be concluded from the study that a school climate that fosters the five categories of communication, collaboration, value, professional development, and incentives while also offering specialized and relevant professional development can increase teachers' motivation and organizational citizenship behavior, leading to greater job satisfaction and a more productive workplace. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01