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Valences and Sense of Personal Autonomy with Regard to Professional Development in Dutch Primary Teachers: Do Decision Contexts and Age Make a Difference?

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Glastra, Folke J.; de Brabander, Cornelis J. – Frontline Learning Research, 2021

In this study on motivations concerning professional development (PD) we interviewed 95 primary school teachers in the Netherlands. We coded these data using the Unified Model of Task-specific Motivation (de Brabander & Martens, 2014) in different decision contexts concerning who decides about teacher participation in PD: school board, teacher…

Descriptors: Professional Autonomy, Professional Development, Decision Making, Context Effect