Luận văn secondary shool efl teacher's motivation for professional development an interview study

-What are the common professional development activities secondary school teachers participate in?. Aims of the study The major aims of the study are: - to gain understandings of scconda

pAO THI HUYEN

SECONDARY SCHOOL EFL TEACHER’S MOTIVATION FOR PROFESSIONAL DEVELOPMENT — AN INTERVIEW STUDY

Sứ dụng phương pháp phỏng vấn nghiên cứu về động lực

phát triển chuyên môn của giáo viên tiếng Anh

tại một trường trung học phố thông

M.A MENOR PROGRAMME THESIS

Field: Language Teaching Methodology Corde: 60140111

HANOL, 2014

pAO THI HUYEN

SECONDARY SCHOOL EFL TEACHER’S MOTIVATION FOR PROFESSIONAL DEVELOPMENT — AN INTERVIEW STUDY

Sứ dụng phương pháp phóng vấn nghiên cứu về động lực

phát triển chuyên môn của giáo viên tiếng Anh

tại một trường trung học phố thông

M.A MENOR PROGRAMME THESIS

Ficld: Language Teaching Methodology Code: 60140111

Supervisar: Ðr Lê Văn Canh

HANOI, 2014

DECLARATION

| hereby declare that this thesis is a presentation of my original research

work submitted in partial fulfillment of the requirements for the degree of

Master of Education at the Faculty of Postgraduate Sludics, ULIS, VNU The

material in the research has not been submitted anywhere for any formal

course assessment or any award Whenever contributions of others arc

involved, cvery effort is madc to indicate this clearly with appropriate

acknowledgement and reference

I would also like io confirm my acceptance of the University’s requirements relating to the retention and use of my thesis deposited in the

library for the purposes of study and research, in accordance with the normal

conditions established by the librarian for the care, loan, or reproduction of

the paper

Ha Noi, tune 2014

Ian Thi Huyen

- to discuss some common professional development activities

- to identify factors that affect either positively and negatively teachers’

motivation for professional development

3 Scope of the study

Given the rationale and the aims of the study, it is necessary lo limit the

study to the areas which are manageable Benefits of teacher professional

development create the effectiveness of students’ leaming which focuses on

two laviors: developing teachers’ motivation in participation in PD and

factors affecting this process The subjects under the study are at HaiAn High

School

4 Research questions

‘The study attempts to find the answers to the following research

questions

- What are EFL teachers’ altitudes io professional development?

- How motivated are they for professional development?

-What are the common professional development activities secondary

school teachers participate in?

- What factors that affect teachers’ motivation for professional

development in the secondary school context ?

5 Methods of the study

Because the primary purpose of this study is to gain understanding of the

phenomenon under investigation, the main methodology used is qualitative

Specifically, data for this study wore merely oblained by means of facc-to-

face interviews

6 Overview of the study

The study is organized around three parts:

ACKNOWLEDGEMENTS

1 would like to send my special thanks to all of those people who

contributed to this research, directly or indirectly

First and foremost, I would like to expross my doupest and most sincere

sense of gratitude to my Supervisor, Dr Le Yan Canh, who offered me

continuous advice, unfailing support and encouragement throughout lhe study

I thank him for his systematic guidance, his insightful and constructive

comments, and great effort he put in training me in the research domain

Moreover, I am spocially grateful Jor his generosity in (avilitating my acecss

to precious source of materials, without which I could not have been equipped

with sufficient theoretical knowledge to make this research possible

Secondly, I am indebted to my collcagues for their timely assistance T owe them my thanks for their enthusiasm in sharing their materials resources

and inputting inspirational ideas so as to help me conceptualize the framework

of my study

Last but not least, { take this opportunity to send my heartfelt thanks to

all of my family for their unconditional love and care which stimulated me at

every stage of my personal and academic life ‘Their encouragement and

expectation grant me more energy and determination and in some sense,

cnable me to this accomplishment.

2 Aims of the study

3 Scope of the study

4

Rsoarcli qu68lOB toi

5, Methods of the study

6, Overview of the study

Il DEFINITION OF TERMINOLOGIES cue

Components of Motivation .cm:sneennteensnes 5

IIL WHY IS PROFESSIONAL DEVELOPMENT IMPORTANT? 8

3 1, Why do educators need professional development? Did they learn what they need

3.2, Why do new cducators need extra support? 10

DEVELOPMENT - - 13

CHAPTER IL RESEARCIL METHODOLOGY - - l6

2 Aims of the study

3 Scope of the study

4

Rsoarcli qu68lOB toi

5, Methods of the study

6, Overview of the study

Il DEFINITION OF TERMINOLOGIES cue

Components of Motivation .cm:sneennteensnes 5

IIL WHY IS PROFESSIONAL DEVELOPMENT IMPORTANT? 8

3 1, Why do educators need professional development? Did they learn what they need

3.2, Why do new cducators need extra support? 10

DEVELOPMENT - - 13

CHAPTER IL RESEARCIL METHODOLOGY - - l6

1 Data analysis approach 19

2.3 ‘Teachers’ self-reports on the opportunities and challenges for their PD 25

3 Discussion - - 26

3.1, Factors atfecting EFL teachers in PD 29

PART C: CONCLUSION - - - - 32

CHAPTER IV: CONCLUSION co 32

1 Recapitulsiion cccceeireeecee 132

2 Conclusions - - - 32

3 Implications for teacher professional devclopment Keo 33)

4 Limitations of the study oecccocos 3d

5 Suggestions for future research 36

APPENDIXL 1

PART A: INTRODUCTION Chapter I : LITERATURE REVIEW

1 Rationale

Everyone is continually developing as a person and, every day in the

workplace, we are always learning Tomorrow will be different from today

and we all need to be prepared for change Whether you think your rele is

changing or nol, you need to be propared for the next development

opportunity so you don't miss out

Professional development has become a major focus in EFT, teacher

education programs worldwide since it is undoubtedly beneficial and essential

for professional growth and more ellcctive teachmg In the paper presented at

the first General Teaching Council for Nerthern Ireland Annual Lecture in Belfast in March 2006, Geoff Whitty for Institute of Education, University of

Londen states that: Contemporary education reform — including marketisation

and centralization, but also a new emphasis on the involvement of a wider range of stakeholders — has resulted in a period of significant change for

teachers It has also raised for new questions: for example, what is teacher

professional development? How should we understand the roles of teachers?

What professional development activities are available and accessible to

teachers, and what are the factors affecting teacher's participation m those professional development activities? The purpose of this thesis isthus to

refocus on our allention on tcachers’ views, cspecially on urgency of

providing teacher professional development that change teachers behaviours

in ways that lead to improvement in students’ performance In addition to

calling attention to the ongoing need for effective teacher professional

development, I will describe characteristics of high quality professional development and make a case for an unconventional approach to professional

L

ACKNOWLEDGEMENTS

1 would like to send my special thanks to all of those people who

contributed to this research, directly or indirectly

First and foremost, I would like to expross my doupest and most sincere

sense of gratitude to my Supervisor, Dr Le Yan Canh, who offered me

continuous advice, unfailing support and encouragement throughout lhe study

I thank him for his systematic guidance, his insightful and constructive

comments, and great effort he put in training me in the research domain

Moreover, I am spocially grateful Jor his generosity in (avilitating my acecss

to precious source of materials, without which I could not have been equipped

with sufficient theoretical knowledge to make this research possible

Secondly, I am indebted to my collcagues for their timely assistance T owe them my thanks for their enthusiasm in sharing their materials resources

and inputting inspirational ideas so as to help me conceptualize the framework

of my study

Last but not least, { take this opportunity to send my heartfelt thanks to

all of my family for their unconditional love and care which stimulated me at

every stage of my personal and academic life ‘Their encouragement and

expectation grant me more energy and determination and in some sense,

cnable me to this accomplishment.

development that, unlike “one-shot” workshop and inservice days, allow

teacher to acquire and practice new skills over time

While the end result of all education reform should be student

improvement, every reform mitialive, if it is to succeed, must bogin with

recognition of the importance of teachers in raising student performance

(Ferguson, 1991; Armour-Thomas, Clay, Domanivo, Brune, & Allen, 1989)

In other words, “student achicvement 1s the product of formal study by

educators” (Joyce and Showers, 2002, p.3) We cannot expect students to

change whal they do if we arc conlent Lor Leachors to continuc doing what they have always done As an old adage puts it, “If you do what you've

always done, you will get the results you’ve always gotten.”

This thesis firstly presents the theoretical issues about the roles and nature of EFI, teachers in professional development Chapter | — Introduction

To clarify these issues, the definition of terminologies is mentioned in chapter

Il, ‘The next chapter is the presentation of the objectives, aims, methodology

used for the research and its findmgs ‘The conclusion which includes some

comments and recommendations 1s presented in chapter IV

In consideration of these problems, as an Hnglish teacher, [ really want

to clarify the topic here with my knowledge and my supervisor's guidance to

analyze, understand the situation of leaching and learning English at HaiAn

high school ‘lhanks to it, 1 will find out lessons, experience for myself and

make a small contribution to enhancing the effectiveness in leaching this

subject

2 Aims of the study

The major aims of the study are:

- to gain understandings of sccondary school Leachers’ motivation for

profossional development, and define what is meant by motivation

2

- to discuss some common professional development activities

- to identify factors that affect either positively and negatively teachers’

motivation for professional development

3 Scope of the study

Given the rationale and the aims of the study, it is necessary lo limit the

study to the areas which are manageable Benefits of teacher professional

development create the effectiveness of students’ leaming which focuses on

two laviors: developing teachers’ motivation in participation in PD and

factors affecting this process The subjects under the study are at HaiAn High

School

4 Research questions

‘The study attempts to find the answers to the following research

questions

- What are EFL teachers’ altitudes io professional development?

- How motivated are they for professional development?

-What are the common professional development activities secondary

school teachers participate in?

- What factors that affect teachers’ motivation for professional

development in the secondary school context ?

5 Methods of the study

Because the primary purpose of this study is to gain understanding of the

phenomenon under investigation, the main methodology used is qualitative

Specifically, data for this study wore merely oblained by means of facc-to-

face interviews

6 Overview of the study

The study is organized around three parts:

2 Aims of the study

3 Scope of the study

4

Rsoarcli qu68lOB toi

5, Methods of the study

6, Overview of the study

Il DEFINITION OF TERMINOLOGIES cue

Components of Motivation .cm:sneennteensnes 5

IIL WHY IS PROFESSIONAL DEVELOPMENT IMPORTANT? 8

3 1, Why do educators need professional development? Did they learn what they need

3.2, Why do new cducators need extra support? 10

DEVELOPMENT - - 13

CHAPTER IL RESEARCIL METHODOLOGY - - l6

2 Aims of the study

3 Scope of the study

4

Rsoarcli qu68lOB toi

5, Methods of the study

6, Overview of the study

Il DEFINITION OF TERMINOLOGIES cue

Components of Motivation .cm:sneennteensnes 5

IIL WHY IS PROFESSIONAL DEVELOPMENT IMPORTANT? 8

3 1, Why do educators need professional development? Did they learn what they need

3.2, Why do new cducators need extra support? 10

DEVELOPMENT - - 13

CHAPTER IL RESEARCIL METHODOLOGY - - l6

ACKNOWLEDGEMENTS

1 would like to send my special thanks to all of those people who

contributed to this research, directly or indirectly

First and foremost, I would like to expross my doupest and most sincere

sense of gratitude to my Supervisor, Dr Le Yan Canh, who offered me

continuous advice, unfailing support and encouragement throughout lhe study

I thank him for his systematic guidance, his insightful and constructive

comments, and great effort he put in training me in the research domain

Moreover, I am spocially grateful Jor his generosity in (avilitating my acecss

to precious source of materials, without which I could not have been equipped

with sufficient theoretical knowledge to make this research possible

Secondly, I am indebted to my collcagues for their timely assistance T owe them my thanks for their enthusiasm in sharing their materials resources

and inputting inspirational ideas so as to help me conceptualize the framework

of my study

Last but not least, { take this opportunity to send my heartfelt thanks to

all of my family for their unconditional love and care which stimulated me at

every stage of my personal and academic life ‘Their encouragement and

expectation grant me more energy and determination and in some sense,

cnable me to this accomplishment.

ACKNOWLEDGEMENTS

1 would like to send my special thanks to all of those people who

contributed to this research, directly or indirectly

First and foremost, I would like to expross my doupest and most sincere

sense of gratitude to my Supervisor, Dr Le Yan Canh, who offered me

continuous advice, unfailing support and encouragement throughout lhe study

I thank him for his systematic guidance, his insightful and constructive

comments, and great effort he put in training me in the research domain

Moreover, I am spocially grateful Jor his generosity in (avilitating my acecss

to precious source of materials, without which I could not have been equipped

with sufficient theoretical knowledge to make this research possible

Secondly, I am indebted to my collcagues for their timely assistance T owe them my thanks for their enthusiasm in sharing their materials resources

and inputting inspirational ideas so as to help me conceptualize the framework

of my study

Last but not least, { take this opportunity to send my heartfelt thanks to

all of my family for their unconditional love and care which stimulated me at

every stage of my personal and academic life ‘Their encouragement and

expectation grant me more energy and determination and in some sense,

cnable me to this accomplishment.

2 Aims of the study

3 Scope of the study

4

Rsoarcli qu68lOB toi

5, Methods of the study

6, Overview of the study

Il DEFINITION OF TERMINOLOGIES cue

Components of Motivation .cm:sneennteensnes 5

IIL WHY IS PROFESSIONAL DEVELOPMENT IMPORTANT? 8

3 1, Why do educators need professional development? Did they learn what they need

3.2, Why do new cducators need extra support? 10

DEVELOPMENT - - 13

CHAPTER IL RESEARCIL METHODOLOGY - - l6

- to discuss some common professional development activities

- to identify factors that affect either positively and negatively teachers’

motivation for professional development

3 Scope of the study

Given the rationale and the aims of the study, it is necessary lo limit the

study to the areas which are manageable Benefits of teacher professional

development create the effectiveness of students’ leaming which focuses on

two laviors: developing teachers’ motivation in participation in PD and

factors affecting this process The subjects under the study are at HaiAn High

School

4 Research questions

‘The study attempts to find the answers to the following research

questions

- What are EFL teachers’ altitudes io professional development?

- How motivated are they for professional development?

-What are the common professional development activities secondary

school teachers participate in?

- What factors that affect teachers’ motivation for professional

development in the secondary school context ?

5 Methods of the study

Because the primary purpose of this study is to gain understanding of the

phenomenon under investigation, the main methodology used is qualitative

Specifically, data for this study wore merely oblained by means of facc-to-

face interviews

6 Overview of the study

The study is organized around three parts:

- to discuss some common professional development activities

- to identify factors that affect either positively and negatively teachers’

motivation for professional development

3 Scope of the study

Given the rationale and the aims of the study, it is necessary lo limit the

study to the areas which are manageable Benefits of teacher professional

development create the effectiveness of students’ leaming which focuses on

two laviors: developing teachers’ motivation in participation in PD and

factors affecting this process The subjects under the study are at HaiAn High

School

4 Research questions

‘The study attempts to find the answers to the following research

questions

- What are EFL teachers’ altitudes io professional development?

- How motivated are they for professional development?

-What are the common professional development activities secondary

school teachers participate in?

- What factors that affect teachers’ motivation for professional

development in the secondary school context ?

5 Methods of the study

Because the primary purpose of this study is to gain understanding of the

phenomenon under investigation, the main methodology used is qualitative

Specifically, data for this study wore merely oblained by means of facc-to-

face interviews

6 Overview of the study

The study is organized around three parts:

ABSTRACT The study deals with the theories of the motivation for KK I teachers in

participation in PD It is important that it is carried out to investigate the case

of FFT teachers at HaiAn high school

‘The researcher uses the methods such as interviewing closely KKL

teachers to understand their attilude to professional development, and the

participants all have positive attitude toward PID At the same time, the

researcher studies the professional development activities that EFL teachers

participate In accordance with the theory mentioned in chapler one, the EFL

teachers all take part in the same formal and informal PD activities, especially the reflective practice Also, the participants are asked to talk about their

opperlunilics and challenges lor their professional development

The result shows that the EFL teachers have strong motivation for PD,

although they have some corlain obstacles in participation in this process

The study also gives suggestions of measures to overcome difficultics

when taking part in professional development

ii

development that, unlike “one-shot” workshop and inservice days, allow

teacher to acquire and practice new skills over time

While the end result of all education reform should be student

improvement, every reform mitialive, if it is to succeed, must bogin with

recognition of the importance of teachers in raising student performance

(Ferguson, 1991; Armour-Thomas, Clay, Domanivo, Brune, & Allen, 1989)

In other words, “student achicvement 1s the product of formal study by

educators” (Joyce and Showers, 2002, p.3) We cannot expect students to

change whal they do if we arc conlent Lor Leachors to continuc doing what they have always done As an old adage puts it, “If you do what you've

always done, you will get the results you’ve always gotten.”

This thesis firstly presents the theoretical issues about the roles and nature of EFI, teachers in professional development Chapter | — Introduction

To clarify these issues, the definition of terminologies is mentioned in chapter

Il, ‘The next chapter is the presentation of the objectives, aims, methodology

used for the research and its findmgs ‘The conclusion which includes some

comments and recommendations 1s presented in chapter IV

In consideration of these problems, as an Hnglish teacher, [ really want

to clarify the topic here with my knowledge and my supervisor's guidance to

analyze, understand the situation of leaching and learning English at HaiAn

high school ‘lhanks to it, 1 will find out lessons, experience for myself and

make a small contribution to enhancing the effectiveness in leaching this

subject

2 Aims of the study

The major aims of the study are:

- to gain understandings of sccondary school Leachers’ motivation for

profossional development, and define what is meant by motivation

2

PART A: INTRODUCTION Chapter I : LITERATURE REVIEW

1 Rationale

Everyone is continually developing as a person and, every day in the

workplace, we are always learning Tomorrow will be different from today

and we all need to be prepared for change Whether you think your rele is

changing or nol, you need to be propared for the next development

opportunity so you don't miss out

Professional development has become a major focus in EFT, teacher

education programs worldwide since it is undoubtedly beneficial and essential

for professional growth and more ellcctive teachmg In the paper presented at

the first General Teaching Council for Nerthern Ireland Annual Lecture in Belfast in March 2006, Geoff Whitty for Institute of Education, University of

Londen states that: Contemporary education reform — including marketisation

and centralization, but also a new emphasis on the involvement of a wider range of stakeholders — has resulted in a period of significant change for

teachers It has also raised for new questions: for example, what is teacher

professional development? How should we understand the roles of teachers?

What professional development activities are available and accessible to

teachers, and what are the factors affecting teacher's participation m those professional development activities? The purpose of this thesis isthus to

refocus on our allention on tcachers’ views, cspecially on urgency of

providing teacher professional development that change teachers behaviours

in ways that lead to improvement in students’ performance In addition to

calling attention to the ongoing need for effective teacher professional

development, I will describe characteristics of high quality professional development and make a case for an unconventional approach to professional

L

development that, unlike “one-shot” workshop and inservice days, allow

teacher to acquire and practice new skills over time

While the end result of all education reform should be student

improvement, every reform mitialive, if it is to succeed, must bogin with

recognition of the importance of teachers in raising student performance

(Ferguson, 1991; Armour-Thomas, Clay, Domanivo, Brune, & Allen, 1989)

In other words, “student achicvement 1s the product of formal study by

educators” (Joyce and Showers, 2002, p.3) We cannot expect students to

change whal they do if we arc conlent Lor Leachors to continuc doing what they have always done As an old adage puts it, “If you do what you've

always done, you will get the results you’ve always gotten.”

This thesis firstly presents the theoretical issues about the roles and nature of EFI, teachers in professional development Chapter | — Introduction

To clarify these issues, the definition of terminologies is mentioned in chapter

Il, ‘The next chapter is the presentation of the objectives, aims, methodology

used for the research and its findmgs ‘The conclusion which includes some

comments and recommendations 1s presented in chapter IV

In consideration of these problems, as an Hnglish teacher, [ really want

to clarify the topic here with my knowledge and my supervisor's guidance to

analyze, understand the situation of leaching and learning English at HaiAn

high school ‘lhanks to it, 1 will find out lessons, experience for myself and

make a small contribution to enhancing the effectiveness in leaching this

subject

2 Aims of the study

The major aims of the study are:

- to gain understandings of sccondary school Leachers’ motivation for

profossional development, and define what is meant by motivation

2

ABSTRACT The study deals with the theories of the motivation for KK I teachers in

participation in PD It is important that it is carried out to investigate the case

of FFT teachers at HaiAn high school

‘The researcher uses the methods such as interviewing closely KKL

teachers to understand their attilude to professional development, and the

participants all have positive attitude toward PID At the same time, the

researcher studies the professional development activities that EFL teachers

participate In accordance with the theory mentioned in chapler one, the EFL

teachers all take part in the same formal and informal PD activities, especially the reflective practice Also, the participants are asked to talk about their

opperlunilics and challenges lor their professional development

The result shows that the EFL teachers have strong motivation for PD,

although they have some corlain obstacles in participation in this process

The study also gives suggestions of measures to overcome difficultics

when taking part in professional development

ii

ABSTRACT The study deals with the theories of the motivation for KK I teachers in

participation in PD It is important that it is carried out to investigate the case

of FFT teachers at HaiAn high school

‘The researcher uses the methods such as interviewing closely KKL

teachers to understand their attilude to professional development, and the

participants all have positive attitude toward PID At the same time, the

researcher studies the professional development activities that EFL teachers

participate In accordance with the theory mentioned in chapler one, the EFL

teachers all take part in the same formal and informal PD activities, especially the reflective practice Also, the participants are asked to talk about their

opperlunilics and challenges lor their professional development

The result shows that the EFL teachers have strong motivation for PD,

although they have some corlain obstacles in participation in this process

The study also gives suggestions of measures to overcome difficultics

when taking part in professional development

ii

PART A: INTRODUCTION Chapter I : LITERATURE REVIEW

1 Rationale

Everyone is continually developing as a person and, every day in the

workplace, we are always learning Tomorrow will be different from today

and we all need to be prepared for change Whether you think your rele is

changing or nol, you need to be propared for the next development

opportunity so you don't miss out

Professional development has become a major focus in EFT, teacher

education programs worldwide since it is undoubtedly beneficial and essential

for professional growth and more ellcctive teachmg In the paper presented at

the first General Teaching Council for Nerthern Ireland Annual Lecture in Belfast in March 2006, Geoff Whitty for Institute of Education, University of

Londen states that: Contemporary education reform — including marketisation

and centralization, but also a new emphasis on the involvement of a wider range of stakeholders — has resulted in a period of significant change for

teachers It has also raised for new questions: for example, what is teacher

professional development? How should we understand the roles of teachers?

What professional development activities are available and accessible to

teachers, and what are the factors affecting teacher's participation m those professional development activities? The purpose of this thesis isthus to

refocus on our allention on tcachers’ views, cspecially on urgency of

providing teacher professional development that change teachers behaviours

in ways that lead to improvement in students’ performance In addition to

calling attention to the ongoing need for effective teacher professional

development, I will describe characteristics of high quality professional development and make a case for an unconventional approach to professional

L

development that, unlike “one-shot” workshop and inservice days, allow

teacher to acquire and practice new skills over time

While the end result of all education reform should be student

improvement, every reform mitialive, if it is to succeed, must bogin with

recognition of the importance of teachers in raising student performance

(Ferguson, 1991; Armour-Thomas, Clay, Domanivo, Brune, & Allen, 1989)

In other words, “student achicvement 1s the product of formal study by

educators” (Joyce and Showers, 2002, p.3) We cannot expect students to

change whal they do if we arc conlent Lor Leachors to continuc doing what they have always done As an old adage puts it, “If you do what you've

always done, you will get the results you’ve always gotten.”

This thesis firstly presents the theoretical issues about the roles and nature of EFI, teachers in professional development Chapter | — Introduction

To clarify these issues, the definition of terminologies is mentioned in chapter

Il, ‘The next chapter is the presentation of the objectives, aims, methodology

used for the research and its findmgs ‘The conclusion which includes some

comments and recommendations 1s presented in chapter IV

In consideration of these problems, as an Hnglish teacher, [ really want

to clarify the topic here with my knowledge and my supervisor's guidance to

analyze, understand the situation of leaching and learning English at HaiAn

high school ‘lhanks to it, 1 will find out lessons, experience for myself and

make a small contribution to enhancing the effectiveness in leaching this

subject

2 Aims of the study

The major aims of the study are:

- to gain understandings of sccondary school Leachers’ motivation for

profossional development, and define what is meant by motivation

2

development that, unlike “one-shot” workshop and inservice days, allow

teacher to acquire and practice new skills over time

While the end result of all education reform should be student

improvement, every reform mitialive, if it is to succeed, must bogin with

recognition of the importance of teachers in raising student performance

(Ferguson, 1991; Armour-Thomas, Clay, Domanivo, Brune, & Allen, 1989)

In other words, “student achicvement 1s the product of formal study by

educators” (Joyce and Showers, 2002, p.3) We cannot expect students to

change whal they do if we arc conlent Lor Leachors to continuc doing what they have always done As an old adage puts it, “If you do what you've

always done, you will get the results you’ve always gotten.”

This thesis firstly presents the theoretical issues about the roles and nature of EFI, teachers in professional development Chapter | — Introduction

To clarify these issues, the definition of terminologies is mentioned in chapter

Il, ‘The next chapter is the presentation of the objectives, aims, methodology

used for the research and its findmgs ‘The conclusion which includes some

comments and recommendations 1s presented in chapter IV

In consideration of these problems, as an Hnglish teacher, [ really want

to clarify the topic here with my knowledge and my supervisor's guidance to

analyze, understand the situation of leaching and learning English at HaiAn

high school ‘lhanks to it, 1 will find out lessons, experience for myself and

make a small contribution to enhancing the effectiveness in leaching this

subject

2 Aims of the study

The major aims of the study are:

- to gain understandings of sccondary school Leachers’ motivation for

profossional development, and define what is meant by motivation

2

PART A: INTRODUCTION Chapter I : LITERATURE REVIEW

1 Rationale

Everyone is continually developing as a person and, every day in the

workplace, we are always learning Tomorrow will be different from today

and we all need to be prepared for change Whether you think your rele is

changing or nol, you need to be propared for the next development

opportunity so you don't miss out

Professional development has become a major focus in EFT, teacher

education programs worldwide since it is undoubtedly beneficial and essential

for professional growth and more ellcctive teachmg In the paper presented at

the first General Teaching Council for Nerthern Ireland Annual Lecture in Belfast in March 2006, Geoff Whitty for Institute of Education, University of

Londen states that: Contemporary education reform — including marketisation

and centralization, but also a new emphasis on the involvement of a wider range of stakeholders — has resulted in a period of significant change for

teachers It has also raised for new questions: for example, what is teacher

professional development? How should we understand the roles of teachers?

What professional development activities are available and accessible to

teachers, and what are the factors affecting teacher's participation m those professional development activities? The purpose of this thesis isthus to

refocus on our allention on tcachers’ views, cspecially on urgency of

providing teacher professional development that change teachers behaviours

in ways that lead to improvement in students’ performance In addition to

calling attention to the ongoing need for effective teacher professional

development, I will describe characteristics of high quality professional development and make a case for an unconventional approach to professional

L

ABSTRACT The study deals with the theories of the motivation for KK I teachers in

participation in PD It is important that it is carried out to investigate the case

of FFT teachers at HaiAn high school

‘The researcher uses the methods such as interviewing closely KKL

teachers to understand their attilude to professional development, and the

participants all have positive attitude toward PID At the same time, the

researcher studies the professional development activities that EFL teachers

participate In accordance with the theory mentioned in chapler one, the EFL

teachers all take part in the same formal and informal PD activities, especially the reflective practice Also, the participants are asked to talk about their

opperlunilics and challenges lor their professional development

The result shows that the EFL teachers have strong motivation for PD,

although they have some corlain obstacles in participation in this process

The study also gives suggestions of measures to overcome difficultics

when taking part in professional development

ii

ACKNOWLEDGEMENTS

1 would like to send my special thanks to all of those people who

contributed to this research, directly or indirectly

First and foremost, I would like to expross my doupest and most sincere

sense of gratitude to my Supervisor, Dr Le Yan Canh, who offered me

continuous advice, unfailing support and encouragement throughout lhe study

I thank him for his systematic guidance, his insightful and constructive

comments, and great effort he put in training me in the research domain

Moreover, I am spocially grateful Jor his generosity in (avilitating my acecss

to precious source of materials, without which I could not have been equipped

with sufficient theoretical knowledge to make this research possible

Secondly, I am indebted to my collcagues for their timely assistance T owe them my thanks for their enthusiasm in sharing their materials resources

and inputting inspirational ideas so as to help me conceptualize the framework

of my study

Last but not least, { take this opportunity to send my heartfelt thanks to

all of my family for their unconditional love and care which stimulated me at

every stage of my personal and academic life ‘Their encouragement and

expectation grant me more energy and determination and in some sense,

cnable me to this accomplishment.

- to discuss some common professional development activities

- to identify factors that affect either positively and negatively teachers’

motivation for professional development

3 Scope of the study

Given the rationale and the aims of the study, it is necessary lo limit the

study to the areas which are manageable Benefits of teacher professional

development create the effectiveness of students’ leaming which focuses on

two laviors: developing teachers’ motivation in participation in PD and

factors affecting this process The subjects under the study are at HaiAn High

School

4 Research questions

‘The study attempts to find the answers to the following research

questions

- What are EFL teachers’ altitudes io professional development?

- How motivated are they for professional development?

-What are the common professional development activities secondary

school teachers participate in?

- What factors that affect teachers’ motivation for professional

development in the secondary school context ?

5 Methods of the study

Because the primary purpose of this study is to gain understanding of the

phenomenon under investigation, the main methodology used is qualitative

Specifically, data for this study wore merely oblained by means of facc-to-

face interviews

6 Overview of the study

The study is organized around three parts:

2 Aims of the study

3 Scope of the study

4

Rsoarcli qu68lOB toi

5, Methods of the study

6, Overview of the study

Il DEFINITION OF TERMINOLOGIES cue

Components of Motivation .cm:sneennteensnes 5

IIL WHY IS PROFESSIONAL DEVELOPMENT IMPORTANT? 8

3 1, Why do educators need professional development? Did they learn what they need

3.2, Why do new cducators need extra support? 10

DEVELOPMENT - - 13

CHAPTER IL RESEARCIL METHODOLOGY - - l6

- to discuss some common professional development activities

- to identify factors that affect either positively and negatively teachers’

motivation for professional development

3 Scope of the study

Given the rationale and the aims of the study, it is necessary lo limit the

study to the areas which are manageable Benefits of teacher professional

development create the effectiveness of students’ leaming which focuses on

two laviors: developing teachers’ motivation in participation in PD and

factors affecting this process The subjects under the study are at HaiAn High

School

4 Research questions

‘The study attempts to find the answers to the following research

questions

- What are EFL teachers’ altitudes io professional development?

- How motivated are they for professional development?

-What are the common professional development activities secondary

school teachers participate in?

- What factors that affect teachers’ motivation for professional

development in the secondary school context ?

5 Methods of the study

Because the primary purpose of this study is to gain understanding of the

phenomenon under investigation, the main methodology used is qualitative

Specifically, data for this study wore merely oblained by means of facc-to-

face interviews

6 Overview of the study

The study is organized around three parts:

ABSTRACT The study deals with the theories of the motivation for KK I teachers in

participation in PD It is important that it is carried out to investigate the case

of FFT teachers at HaiAn high school

‘The researcher uses the methods such as interviewing closely KKL

teachers to understand their attilude to professional development, and the

participants all have positive attitude toward PID At the same time, the

researcher studies the professional development activities that EFL teachers

participate In accordance with the theory mentioned in chapler one, the EFL

teachers all take part in the same formal and informal PD activities, especially the reflective practice Also, the participants are asked to talk about their

opperlunilics and challenges lor their professional development

The result shows that the EFL teachers have strong motivation for PD,

although they have some corlain obstacles in participation in this process

The study also gives suggestions of measures to overcome difficultics

when taking part in professional development

ii

ABSTRACT The study deals with the theories of the motivation for KK I teachers in

participation in PD It is important that it is carried out to investigate the case

of FFT teachers at HaiAn high school

‘The researcher uses the methods such as interviewing closely KKL

teachers to understand their attilude to professional development, and the

participants all have positive attitude toward PID At the same time, the

researcher studies the professional development activities that EFL teachers

participate In accordance with the theory mentioned in chapler one, the EFL

teachers all take part in the same formal and informal PD activities, especially the reflective practice Also, the participants are asked to talk about their

opperlunilics and challenges lor their professional development

The result shows that the EFL teachers have strong motivation for PD,

although they have some corlain obstacles in participation in this process

The study also gives suggestions of measures to overcome difficultics

when taking part in professional development

ii

PART A: INTRODUCTION Chapter I : LITERATURE REVIEW

1 Rationale

Everyone is continually developing as a person and, every day in the

workplace, we are always learning Tomorrow will be different from today

and we all need to be prepared for change Whether you think your rele is

changing or nol, you need to be propared for the next development

opportunity so you don't miss out

Professional development has become a major focus in EFT, teacher

education programs worldwide since it is undoubtedly beneficial and essential

for professional growth and more ellcctive teachmg In the paper presented at

the first General Teaching Council for Nerthern Ireland Annual Lecture in Belfast in March 2006, Geoff Whitty for Institute of Education, University of

Londen states that: Contemporary education reform — including marketisation

and centralization, but also a new emphasis on the involvement of a wider range of stakeholders — has resulted in a period of significant change for

teachers It has also raised for new questions: for example, what is teacher

professional development? How should we understand the roles of teachers?

What professional development activities are available and accessible to

teachers, and what are the factors affecting teacher's participation m those professional development activities? The purpose of this thesis isthus to

refocus on our allention on tcachers’ views, cspecially on urgency of

providing teacher professional development that change teachers behaviours

in ways that lead to improvement in students’ performance In addition to

calling attention to the ongoing need for effective teacher professional

development, I will describe characteristics of high quality professional development and make a case for an unconventional approach to professional

L