Exploring the Link Between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach

Abstract

This study’s main objective was to use structural equation modeling to examine the direct effects of teachers’ amotivation, identified regulation, external regulation, introjected regulation, and intrinsic motivation on PLC development in Ethiopia’s Awi administrative zone’s primary and middle schools. For this purpose, a correlational quantitative study design was used. The arbitrarily selected 342 primary and middle school teachers were the major data sources through a questionnaire. The findings of this study confirmed that unlike identified regulation, introjected regulation, and amotivation, teachers’ intrinsic motivation for continuous professional development and external regulation has a significantly positive and strong direct effect on building a professional learning community in schools. Besides, teacher intrinsic motivation fully mediated the influence of introjected regulation and identified regulation on enhancing professional learning communities, but amotivation and external regulation did not. In conclusion, the study underscores the critical role of intrinsic motivation in fostering PLC development in schools. Educational stakeholders should prioritize initiatives that promote teachers’ intrinsic motivation, autonomy, and sense of purpose to cultivate vibrant learning communities.

Plain language summary

Investigating how teachers’ drive for ongoing professional growth connects with the formation of Professional Learning Communities through structural equation modeling

This study aimed to investigate how various types of teachers’ motivations affect the development of Professional Learning Communities (PLCs) in primary and middle schools within Ethiopia’s Awi administrative zone, using structural equation modeling. A correlational quantitative design was employed, gathering data from 342 randomly selected teachers via a questionnaire. The study found that intrinsic motivation and external regulation significantly and positively impact the establishment of PLCs, unlike identified regulation, introjected regulation, and amotivation. Intrinsic motivation also fully mediated the effects of introjected and identified regulation on PLC enhancement, while amotivation and external regulation did not have this mediating effect. In conclusion, the research highlights the crucial role of intrinsic motivation in developing PLCs. It suggests that educational stakeholders should focus on initiatives that boost teachers’ intrinsic motivation, autonomy, and sense of purpose to create effective learning communities.

Keywords

motivation intrinsic motivation continuous professional development lifelong learning professional learning community

Introduction

Teachers need continual professional development since the demands placed on them are changing so quickly. For example, they must work with different student groups or acquire new abilities, and thus, they cannot rely only on their initial training (Schleicher, 2016). In the dynamic and complex teaching world, there is a critical need for quality teachers who are well-qualified, highly motivated, and constantly advancing their professional knowledge and skills throughout their careers (Schleicher, 2012). Teachers are often considered the backbone of schools (Ingersoll & Collins, 2018). A study on the factors impacting students’ learning outcomes indicated a greater influence of teachers’ quality. Scherer et al. (2016) complemented that the teaching quality of teachers is one important contributor to enhancing students’ learning results. As a result, to foster teachers’ teaching quality, teachers’ professional development is critical.

Promising professional development initiatives involve educators in lifelong learning by supporting the formation of teachers’ learning communities and schools’ transformation into learning organizations (Schleicher, 2016). Consequently, this aids in the formation of productive professional learning community (PLC) in educational institutions. High-quality PLC is acknowledged as a potential strategies for promoting efficient teacher professional development and learning (Cohen & Brown, 2013; Harris & Jones, 2017). Fostering high-quality PLC through centrally and locally organized collaboration amongst schools has been shown to improve student learning outcomes and teachers’ professional competence (Harris & Jones, 2017).

Organizational learning theory is the source of the notion behind PLC (Senge, 1990). Due to its multidimensional nature, there is no a strong consensus in the literature regarding the definition of PLC (Dogan et al., 2017; Lomos, 2012; Tahir & Musah, 2020). For example, PLC can be defined as cohesive and effective school communities that participate in social learning through real and true engagement with others (Amoozadeh et al., 2023). Comparably, a PLC is the professional and cooperative learning of educators; it offers a venue for different teacher groups, administrators, and staff members to have fruitful group discussions, evaluate their performance and methods of instruction, and strive toward advancements that will improve the learning of students (Rashid et al., 2012). A PLC can also be defined as work groups that support initiatives to improve student learning while concentrating on the capacity, knowledge, abilities, and experiences of teachers (Cansoy & Parlar, 2017). Furthermore, professional learning communities are often institutions created to support ongoing professional growth in a cooperative setting, with an emphasis on student learning and success (Cansoy & Parlar, 2017).

Five elements are commonly recognized as defining an effective PLC: shared personal practice, shared and supportive leadership, collective learning and application, shared values and vision, and supportive conditions, including relationships and structures (Dogan et al., 2017; Domingo-Segovia et al., 2020; Pandian et al., 2022). Shared personal practice encompasses peer observation and feedback to enhance instructional practices (Hipp & Huffman, 2010; Howard, 2022). Shared and supportive leadership involves collaborative decision-making between administrators and teachers, promoting leadership among staff (Dogan et al., 2017; Hipp & Huffman, 2010; Howard, 2022). Shared values and vision entail a common focus on student learning and guide decisions about teaching and learning (Hipp & Huffman, 2010; Howard, 2022). Collective learning and application involve collaborative planning, problem-solving, and improvement of learning opportunities (Hipp & Huffman, 2010). Supportive conditions, including, positive relationships and conducive structures, foster collaboration, and trust among stakeholders (Dogan et al., 2017; Hipp & Huffman, 2010; Howard, 2022). According to Harris and Jones (2017), there is a direct and positive relationship between teachers’ professional development and the quality of PLC in schools, and this improves student learning outcomes. With an emphasis on enhancing instructional quality and implementing a contextually appropriate approach to teacher development, PLC has become a popular alternative model for teacher professional development in many nations (Soares et al., 2020). As a result, it is critical that educational institutions set up efficient PLC that advances teachers’ professional development and improve the learning outcomes for students (Hargreaves & Fullan, 2012; Harris & Jones, 2017). Therefore, it is crucial for schools to establish effective PLC that promotes teachers’ professional growth and enhances student learning outcomes (Hargreaves & Fullan, 2012; Harris & Jones, 2017).

To help schools develop into learning organizations with productive PLC, educators must be motivated to generate new professional knowledge, have access to opportunities for active innovation, be able to assess the viability of these innovations, and have systems in place to quickly implement proven innovations both inside their own institution and to other educational institutions (Schleicher, 2016). Because it might be challenging to create an environment in schools that is conducive to effective PLC (Talbert, 2010), it can be difficult to develop and maintain robust PLC in schools (Little, 2006). Likewise, time constraints and a deficient school culture frequently impede the establishment of PLC in schools (Yamraj, 2008). According to Talbert (2010), establishing collaborative norms, concentrating on students and their academic performance, giving both individuals and groups access to a wide range of learning resources, and guaranteeing mutual accountability for students’ success and growth are the main challenges facing system initiatives aiming to develop effective PLC. Similarly, the establishment of effective PLC in Ethiopian schools faces challenges due to a lack of need-based professional learning opportunities (Belilew, 2015; Wudu et al., 2010) and insufficient teacher collaboration (Tadesse, 2016). Despite a decade of continuous professional development programs, viable PLCs have yet to be developed in Ethiopian educational settings (Fekede & Adula, 2020). Additionally, Fekede and Adula (2020) found that confusion and issues have arisen within Ethiopian schools, highlighting a lack of understanding of the PLC concept.

Enhancing continuing professional learning of teachers has a momentous influence on teacher quality to refresh, develop and broaden their knowledge, improve student learning, and boost education quality (Organization for Economic Cooperation and Development [OECD], 2020). Therefore, teachers’ dedication to and motivation to engage in fruitful professional growth are critical (Shulman & Shulman, 2009), as it results in positive outcomes for their continuous professional development engagement (Alghamdi, 2019; Schieb & Karabenick, 2011). Likewise, teachers must commit their time and intellectual resources to cultivate meaningful practices and deepen their professional expertise (Smith, 2017). Hence, teachers’ motivation to participate in professional learning activities has a key role in determining the efficacy of continuous professional development (CPD) programs (Zhang et al., 2021) and ensuring high-quality PLC in schools (Howard, 2022).

Teachers’ motivation to engage in continuous professional development (CPD) can be explained using self-determination theory (SDT), which categorizes motivation into three main types: amotivation, extrinsic motivation, and intrinsic motivation (Ryan & Deci, 2000; Zhang et al., 2022). Intrinsic motivation, the highest form of self-determination, involves participating in activities for personal enjoyment and satisfaction, with teachers driven by their inherent interest in learning (Deci & Ryan, 1985; Delgado, 2017). This type of motivation is associated with high-quality instructional practices and reduced job stress (Katz & Shahar, 2015).

Identified regulation, a more self-determined form of motivation, entails engaging in activities that align with personal values and goals (Ryan & Connell, 1989; Zhang et al., 2022). Teachers may participate in CPD with identified regulations to achieve meaningful outcomes that resonate with their professional aspirations. Conversely, extrinsic motivation includes external regulation and introjected regulation, which are less self-determined (Levesque et al., 2008). External regulation involves performing activities to obtain rewards or avoid punishment, while introjected regulation involves internalizing external pressures, such as guilt or ego involvement (Ryan & Connell, 1989). Amotivation represents the lowest level of self-determination, characterized by a lack of intention to engage in activities (Levesque et al., 2008; Ryan & Connell, 1989). Teachers experiencing amotivation may feel disengaged and lack the motivation to participate in CPD. Overall, teachers’ motivation to participate in CPD can range from intrinsic motivation, driven by personal interest and satisfaction, to extrinsic motivation, influenced by external rewards or pressures, with implications for their engagement and well-being (Ryan & Deci, 2000; Zhang et al., 2022).

In order to motivate teachers to participate in PLC, autonomous motivation is essential (Shulman & Shulman, 2009). Zhang et al. (2022) underscore the importance of workplace conditions, such as task autonomy, colleague support, work pressure, emotional pressure, and principal leadership, in influencing teachers’ motivation for CPD. They highlight the role of transformational leadership from principals in motivating teachers to engage in CPD. Christodoulidis et al. (2022) emphasize the relationship between teachers’ intrinsic motivation and their engagement in non-teaching work tasks, suggesting that policies aimed at promoting intrinsic motivation could improve the quality of the work environment and educational systems. Moreover, Gemeda and Tynjälä (2015) discuss the critical role of motivation in teachers’ continuous professional development in Ethiopia

Nonetheless, tremendous studies have underscored lack of motivation among teachers to participate in CPD activities and highlight various factors influencing their motivation levels, ranging from financial incentives to workplace conditions and leadership support (e.g., Afework, 2014; Christodoulidis et al., 2022; Gan et al., 2018; Gemeda & Tynjälä, 2015; Liu et al., 2018; Mesfin, 2018; Shulman & Shulman, 2009; Sintayehu, 2017; Thoonen et al., 2011; Tilahun, 2017; von Suchodoletz et al., 2018; Zhang et al., 2021). Teachers’ motivation for CPD is influenced by a number of factors, including views about learning, self-efficacy, and prior teaching experience (Gan et al., 2018; Liu et al., 2018), and by their work environment, which includes interactions with coworkers and principals’ leadership roles (Thoonen et al., 2011; von Suchodoletz et al., 2018). In the case of Ethiopia, teachers’ motivation for CPD is found to be low due to absence of rewards, recognition, government licensing schemes, and inadequate attention from stakeholders (Mesfin, 2018); absence of performance-reward linkage, and societal devaluation of the teaching profession (Gemeda & Tynjälä, 2015); and poor salary, promotion, recognition, workplace conditions, and organizational policies (Tilahun, 2017). In general, Zhang et al. (2021) suggest that institutional, sociocultural, and personal settings may have an impact on teachers’ motivation to participate in professional learning activities. This evidence shows that the teachers low motivation for professional growth leads to disengagement in CPD activities, which in turn impedes PLC development in schools. Research consistently shows that autonomous motivation positively correlates with teacher learning outcomes, while controlled motivation is negatively associated with outcomes or shows no effect (Deci et al., 2001; Gagné et al., 2010). Since incentive mechanisms, workplace conditions, and leadership support can vary among schools, so can the degree of teachers’ motivation. Teachers’ motivation levels might vary throughout schools due to differences in leadership support, work environments, and reward systems. Teachers who work in schools with effective and encouraging leadership frequently report having a pleasant work environment and displaying autonomous motivation or intrinsic motivation (Fitzpatrick et al., 2017). This type of self-determined motivation results in high participation in PLCs. On the other hand, in schools with inadequate leadership, educators could experience high levels of external pressure and stressful environments, which could result in controlled motivation (external and introjected regulation) and amotivation, which are less decided by self and lead to low participation in PLC (Christodoulidis et al., 2022; Gemeda & Tynjälä, 2015; Liu et al., 2018). The effect of the five motivational dimensions—intrinsic motivation, identifiable regulation, external regulation, introjected regulation, and amotivation—on PLC growth in Ethiopian schools, however, has not been thoroughly studied. By investigating the direct impact of these elements of teachers’ motivation for CPD motivation on PLC growth, our study sought to close this gap. With this understanding, educators might be more motivated to actively contribute to the development of high-quality PLC in their schools. Therefore, the main objective of this study was to examine the direct influence of teachers’ amotivation, identified regulation, external regulation, introjected regulation, and intrinsic motivation on PLC development in Ethiopia’s primary and middle schools located in the Awi administrative zone, by using structural equation modeling. The study tested the following research hypotheses.

H1: Intrinsic motivation has a significant direct influence on PLC development.

H2: Identified regulation has a significant direct influence on PLC development.

H3: Introjected regulation has a significant direct influence on PLC development.

H4: External regulation has a significant direct influence on PLC development.

H5: Amotivation has a significant direct influence on PLC development.

Literature Review

Professional Learning Community (PLC)

The concept of professional learning community (PLC) has its roots in organizational learning theory (Senge, 1990) and is known for its complexity and lack of a precise definition (Lomos, 2012). Because of its multidimensional nature, the concept of PLC is difficult to define precisely (Lomos, 2012; Pandian et al., 2022). As a result, there is disagreement in the literature about what constitutes a definition of PLC (Dogan et al., 2017; Tahir & Musah, 2020). In our study, PLC is defined by five elements that are commonly identified: shared personal practice, collective learning and application, shared and supportive leadership, shared values and vision, and supportive conditions, which include relationships and structures (Dogan et al., 2017; Domingo-Segovia et al., 2020; Pandian et al., 2022).

Effective PLC, which is defined by cooperative decision-making and power-sharing between administrators and teachers, depend heavily on shared and supportive leadership (Hipp & Huffman, 2010). Effective PLC requires school administrators to work in tandem with teachers to foster shared and supportive leadership, which in turn encourages staff leadership (Dogan et al., 2017; Hipp & Huffman, 2010; Howard, 2022). With school leaders considering teachers’ opinions into decision-making, this strategy promotes democratic involvement among staff members (Hipp & Huffman, 2010). To foster an empowering culture, staff members are encouraged and given leadership responsibilities (Hipp & Huffman, 2010). This dimension emphasizes the value of authority sharing among staff members in the school community, where they actively participate in debates and decision-making (Dogan et al., 2017). In order to help teachers become more capable, instructional leaders provide them leadership responsibilities and provide assistance (Howard, 2022). Building trust between educators and school administrators via cooperative and supportive leadership fosters a cooperative and caring atmosphere (Howard, 2022).

Effective PLC is built on a foundation of shared values and vision (Hipp & Huffman, 2010). Good PLC has a common vision and set of values, and staff members make decisions about teaching and learning based on their shared emphasis on student learning (Hipp & Huffman, 2010; Howard, 2022). Educators in these areas have a vision for improving student learning outcomes while focusing on school enhancement (Hipp & Huffman, 2010). These common values set behavioral norms that guide choices about instructional strategies and student outcomes (Hipp & Huffman, 2010). Staff members are encouraged to have a common sense of values through collaborative methods (Hipp & Huffman, 2010). PLC decision-making is in line with the mission and values of the school, and programs and policies are designed to support this common goal (Hipp & Huffman, 2010). This dimension emphasizes how important it is to work toward shared goals that bring people together and foster a feeling of purpose among educators (Howard, 2022). In the decision-making process, educators put the needs of their students first, emphasizing the value of community participation (Howard, 2022).

Collaborative learning and application is another aspect of effective PLC, where teachers work together at all school levels to plan, share knowledge, solve problems, and improve learning opportunities (Hipp & Huffman, 2010). In order to improve their professional practice, they actively seek out and use new knowledge and skills (Hipp & Huffman, 2010). PLC’s professional development initiatives are geared toward raising the caliber of instruction and learning results, demonstrating a commitment to bettering the educational process (Hipp & Huffman, 2010). This feature emphasizes the intentional learning initiatives that members have decided upon to promote ongoing growth (Dogan et al., 2017). Teachers working together both locally and centrally, within and between schools, are essential to developing quality PLC and strengthening their capacities as professionals (Harris & Jones, 2017).

One important component of PLC is shared personal practice, which emphasizes collaborative peer observation with the goal of enhancing teaching strategies and student results (Hipp & Huffman, 2010). In order to promote encouragement and professional growth, this component entails teachers making reciprocal visits to observe and provide comments (Hipp & Huffman, 2010). Informal thought exchanges help to improve student learning even more (Hipp & Huffman, 2010). By freely sharing their expertise, peers support one another and foster a culture of professional development (Dogan et al., 2017). In order to learn new skills and encourage continual growth, instructors in PLCs participate in informal observations (Howard, 2022). But the development of a respectful and trusting culture is necessary for peer observation to be effective (Howard, 2022). Peer observation and feedback are essential components of an effective PLC, as they improve both student progress and instructional practices (Hipp & Huffman, 2010; Howard, 2022).

Effective PLCs must have supportive conditions, which include relational and structural elements (Hipp & Huffman, 2010). According to Hipp and Huffman (2010), collegial interactions that are marked by a culture of inquiry, respect, and trust create an atmosphere that is favorable to growth and innovation. According to Hipp and Huffman (2010), these connections enable truthful data analysis with the goal of enhancing teaching and learning outcomes. PLCs’ professional development is based on the foundation of caring connections between staff and students, which are fostered by supportive settings that prioritize trust and respect (Dogan et al., 2017; Howard, 2022). In order to ensure effective cooperation in decision-making and problem-solving processes, structural aspects of supporting environments must include allocating sufficient time and resources for collaborative work (Howard, 2022). The effectiveness of these structural supports is increased by regularly scheduled PLC meetings that are centered on student data and instructional strategies (Howard, 2022). Supportive structures within PLCs are shaped by a variety of factors, including staff proximity, school size, and communication systems. These factors ensure that communication channels and school schedules encourage group learning and the sharing of information among the school community (Hipp & Huffman, 2010). Moreover, supportive environments that promote goodwill among stakeholders and offer structures that encourage cooperation are attributes of successful PLCs (Dogan et al., 2017; Hipp & Huffman, 2010; Howard, 2022).

Teachers’ Motivation for Continuous Professional Development (CPD)

Teachers’ motivation to participate in continuous professional development (CPD) is rooted in self-determination theory (SDT; Ryan & Deci, 2000). According to SDT, motivation is a multifaceted concept with a variety of underlying causes for behavior (Deci & Ryan, 2002). SDT classifies motivation along a continuum of self-determination, ranging from amotivation—the least self-determined—to intrinsic motivation—the most self-determined (Levesque et al., 2008). As a key theory in motivational psychology, SDT suggests that motivation evolves over time and varies with context (Wen-ying & Xi, 2016).

SDT classifies motivation into three primary types: amotivation, extrinsic motivation, and intrinsic motivation, which align with low, medium, and high levels of self-determination, respectively (Miles, 2012; Ryan & Connell, 1989; Wen-ying & Xi, 2016; Zhang et al., 2022). Extrinsic motivation is further divided into four subtypes: integrated regulation, identified regulation, introjected regulation, and external regulation. These subtypes are placed on a continuum from most internally regulated to most externally regulated (Evans, 2015; Levesque et al., 2008; Miles, 2012; Zhang et al., 2022). Arranged by increasing levels of self-determination, these types are external regulation, introjected regulation, identified regulation, and integrated regulation (Ryan & Connell, 1989).

SDT identifies intrinsic motivation and identified regulation as autonomous forms of motivation (Deci & Ryan, 2002; Evans, 2015; Levesque et al., 2008; Miles, 2012; Ryan & Connell, 1989; Zhang et al., 2022). Intrinsic motivation entails engaging in an activity for its inherent satisfaction, pleasure, or challenge (Deci & Ryan, 1985; Dixit, 2016; Ng, 2018), reflecting self-determination (Levesque et al., 2008). Intrinsically motivated teachers participate in professional development activities driven by pleasure and self-determination to enhance their professional capacity and teaching quality (Zhang et al., 2022). This intrinsic orientation correlates with effective teaching practices, cognitive engagement, knowledge-sharing, and collaboration (Delgado, 2017; Guerriero, 2015; Kunter & Holzberger, 2014). Intrinsic motivation also serves as a buffer against job stress, whereas teachers lacking intrinsic motivation or relying solely on external rewards may experience stress, exhaustion, or burnout, potentially leading to detachment from students and authoritarian teaching styles (Benita et al., 2019; Iancu et al., 2018; Jang, 2019; Katz & Shahar, 2015; Reichl et al., 2014). Furthermore, intrinsic motivation empowers teachers to persevere in adverse conditions (Seebaluck & Seegum, 2012).

Identified regulation, seen as a more self-determined form of motivation, occurs when an individual’s actions are consciously guided by their personal values and aspirations (Levesque et al., 2008; Ryan & Connell, 1989). This type of regulation reflects the individual’s alignment with the significance or purpose of an activity, leading them to embrace the reasons behind their engagement (Miles, 2012). Identified regulation represents the initial stage on the spectrum where actions are taken because the individual acknowledges the importance and relevance of the activity to themselves (Evans, 2015). They endorse and value the activity, feeling that their actions stem from their own identity, rather than external influences (Evans, 2015). Alongside intrinsic motivation, teachers may participate in professional development activities with the intent of attaining meaningful outcomes, a concept referred to as identified regulation (Zhang et al., 2022).

SDT categorizes external regulation and introjected regulation as controlled forms of motivation, lacking self-determination (Deci & Ryan, 2002; Levesque et al., 2008; Ryan & Connell, 1989; Zhang et al., 2022). External regulation refers to actions taken in response to social environment-imposed rewards or penalties (Evans, 2015; Levesque et al., 2008). It is the least self-determined kind of extrinsic motivation, reinforced by incentives or punishments from outside sources, since it does not include personal endorsement or consideration of values (Ryan & Connell, 1989). It decreases when extrinsic circumstances that control it are eliminated (Ryan & Connell, 1989). According to Levesque et al. (2008), extrinsic motivation refers to behaviors carried out as means to an end that make people feel under pressure or obligated. Individuals progress toward greater degrees of self-determination through internalization and integration processes (Levesque et al., 2008). In their absence, external regulators such as required exams or undue pressure are unable to maintain behavior (Evans, 2015). The concept of external regulation refers to teachers’ engagement that is driven only by rewards (Zhang et al., 2022).

Introjection, a type of motivation, occurs when external factors influencing behavior are partially internalized (Levesque et al., 2008). Like external regulation, introjected regulation involves external influences imposed on the self, which then become self-imposed rewards or threats (Evans, 2015). This form of regulation is driven by feelings of self-worth, such as guilt and ego involvement (Miles, 2012), where external demands serve as a means of generating an internal response (Ryan & Connell, 1989). Individuals apply internal pressure through emotions like shame or guilt to ensure task completion (Ryan & Connell, 1989). Introjected regulation is associated with emotions like pride, guilt, and shame (Deci & Ryan, 2000). For instance, students motivated by feelings of pride, obligation, or fear of guilt or shame may exhibit introjected regulation (Evans, 2015). Similarly, teachers may engage in professional learning activities to avoid feelings of guilt or shame, termed introjected regulation, where the motivation is not fully internalized (Zhang et al., 2022). Despite being internalized to some extent, introjected behaviors are still influenced by internal pressures rather than being self-determined (Levesque et al., 2008).

Furthermore, amotivation is a reluctance to engage in an activity and conduct devoid of both self-determination and self-regulation (Ryan & Connell, 1989). It involves a total loss of motivation, with people experiencing a sense of disconnection and inaction (Levesque et al., 2008). According to Levesque et al. (2008), unmotivated people frequently exhibit non-engagement or passive participation without comprehension because they feel helpless and unintentional. Disengagement, unpleasant feelings, and self-criticism are associated with amotivation (Levesque et al., 2008). Amotivation, also known as impersonal regulation, is thought to be the least self-determined type of motivation (Miles, 2012).

Relationship Between Motivation for CPD and PLC Development

Engagement in continuous professional development (CPD) is vital for establishing and nurturing professional learning communities (PLC) within schools. Literature has showed association between teachers’ motivation to engage in professional development and the establishment of effective PLCs (Howard, 2022; Zhang et al., 2021). Motivated teachers are active participants in tasks like developing PLCs, collaborative inquiry, and networking can enhance teachers’ professional skills (Campbell et al., 2016). Likewise, teachers’ motivation is associated with their eagerness to pursue learning opportunities and participate in professional development activities (Schleicher, 2016; Thoonen et al., 2011). In order to motivate teachers to participate in CPD and ensure effective PLC, autonomous motivation is essential (Shulman & Shulman, 2009). Task autonomy, which allows teachers to decide when and how to perform their work, and colleague support, referring to beneficial social interactions, can enhance motivation for CPD (Zhang et al., 2022). The principle of self-determination highlights the importance of autonomy and choice, which contribute to overall well-being and motivation (Levesque et al., 2008). Thoonen et al. (2011) found that task autonomy enhances teachers’ ability to internalize school values as personal goals, thereby increasing their motivation for CPD. Christodoulidis et al. (2022) emphasize the relationship between teachers’ intrinsic motivation and their engagement in non-teaching work tasks, suggesting that policies aimed at promoting intrinsic motivation could improve the quality of the work environment and educational systems. Elements such as peer learning, collaboration, autonomy, and responsibility are crucial for nurturing teachers’ intrinsic motivation (Fitzpatrick et al., 2017; Kunter & Holzberger, 2014; Thoonen et al., 2011). Encouraging leadership in schools that empower teacher departments, promote collaboration, prioritize growth-oriented evaluation, and foster inclusive environments has a positive association with teachers’ internal motivation (Fitzpatrick et al., 2017). As outlined by Fitzpatrick et al. (2017), such kind of school leadership involves defining values, promoting trust, improving teaching conditions, restructuring roles, and nurturing collaboration, all of which related to teachers’ intrinsic motivation. Intrinsically motivated teachers participate in professional development activities driven by pleasure and self-determination to enhance their professional capacity and teaching quality (Zhang et al., 2022), which may result in effective PLC within school. This is because teacher intrinsic motivation is driven by autonomy, mastery, purpose, and social engagement (Abós et al., 2018; Grabski, 2015). This intrinsic orientation correlates with effective teaching practices, cognitive engagement, knowledge-sharing, and collaboration (Delgado, 2017; Guerriero, 2015; Kunter & Holzberger, 2014), which are key indicators of effective PLC. Based on this evidence we hypothesized the direct influence of teachers’ intrinsic motivation on PLC development (H1).

Teachers with identified regulation participate in CPD activities that aligned with their personal values and goals to achieve meaningful outcomes that resonate with their professional aspirations (Ryan & Connell, 1989; Zhang et al., 2022). This idea is associated collective learning and application in effective PLC where teachers actively seek out intentional learning initiatives use new knowledge and skills to strengthen their professional capacities, improve instructional quality and enhance student learning promote ongoing growth (Dogan et al., 2017; Harris & Jones, 2017; Hipp & Huffman, 2010). When individuals align their tasks with their value systems, they may experience autonomous forms of extrinsic motivation, showing effort, and engagement comparable to those intrinsically motivated (Kunter & Holzberger, 2014). The notion of identified regulation is also in line with shred values and vision as key indicator of quality PLC that emphasized working toward shared goals that bring people together and foster a feeling of purpose among teachers (Hipp & Huffman, 2010; Howard, 2022). Institutions that align their values and goals with those of their teachers are more effective at sustaining and fostering intrinsic motivation among educators (Li & Wang, 2016; Liou et al., 2019), which in turn builds effective PLC. Thus, we hypothesized the direct influence of identified regulation on PLC development (H2).

Conversely, work pressure, related to workload and work pace, and emotional pressure, linked to the emotional demands of the job, can decrease teachers’ motivation for CPD (Zhang et al., 2022), which in turn impedes PLC development in schools. Zhang et al. (2022) have found a negative association between workplace conditions, such as extensive work load and emotional pressure and teachers’ motivation for CPD. Research indicates that challenging school conditions such as lack of work autonomy, poor leadership, and poor relationships within school can undermine teachers’ motivation for CPD (Fitzpatrick et al., 2017; Giertz, 2016), which in turn impedes PLC development in schools. In the case of Ethiopia, teachers’ motivation for CPD is found to be low due to absence of rewards, recognition, government licensing schemes, and inadequate attention from stakeholders (Mesfin, 2018); absence of performance-reward linkage, and societal devaluation of the teaching profession (Gemeda & Tynjälä, 2015); and poor salary, promotion, recognition, workplace conditions, and organizational policies (Tilahun, 2017). In general, Zhang et al. (2021) suggest that institutional, sociocultural, and personal settings may have an impact on teachers’ motivation to participate in professional learning activities. This evidence shows that the teachers’ low motivation for professional growth leads to disengagement in CPD activities, which in turn impedes PLC development in schools. Research on teachers’ motivation to participate in CPD has systematically revealed that controlled motivation has been negatively associated with outcomes or shows zero effects (Deci et al., 2001; Gagné et al., 2010). Accordingly, we hypothesized a negative direct influence of introjected regulation (H3) and amotivation (H5) on PLC development.

Furthermore, excessive work pressure and emotional pressure, when viewed as a challenge, can diminish teachers’ motivation for CPD and deter teachers from engaging in professional growth (Zhang et al., 2022), which impedes PLC development. Studies in the Ethiopian context also revealed association between teachers’ low motivation for CPD and absence of external performance-based rewards, recognitions, and absence of the overall incentive mechanisms in education settings (Afework, 2014; Gemeda & Tynjälä, 2015; Mesfin, 2018; Sintayehu, 2017; Tilahun, 2017), suggesting appropriate rewards and incentives as external motivators to encourage teachers’ participation in CPD activities and develop effective PLC in schools. Furthermore, research has showed that suitable extrinsic rewards are pivotal in nurturing and advancing teachers’ motivation and professional development (Fitzpatrick et al., 2017; Schleicher, 2016; Zhang et al., 2022), which in turn builds an effective PLC across schools. Guided by this evidence, we hypothesized the direct positive influence of external regulation on PLC development (H4). Figure 1 represents the hypothesized conceptual model predicting PLC development.

Figure 1.

Conceptual model predicting PLC development.

Method

Research Design

The major objective of this study was to invigorate the direct influence of teachers’ intrinsic motivation, identified regulation, external regulation, introjected regulation, and amotivation on PLC development in primary and middle schools of Awi administrative zone of Ethiopia using structural equation modeling approach. A correlational quantitative research design was employed for this objective. In order to give compelling empirical data on the impact of the aforementioned five components of teacher motivation to CPD in creating PLCs in schools, an advanced method of structural equation modeling with mediation analysis was used, which is an advanced statistical procedure used in correlational research design (Creswell, 2015).

Participants and Procedure

Randomly selected 342 teachers from primary and middle schools were situated in three Woredas (Banja, Guangua, and Zigem) in the Awi administrative zone in Ethiopia. Of the total participants, 225 (65.8%) ere male teachers and 117 (34.2%) were female teachers. In terms of their educational status, the majority (262, 76.6%) teachers had diploma, while 77 (22.5%) of the participants had First Degree holders. However, negligible number of participants, that is, 1 (0.3%) and 2 (0.6%), had certificate and Master’s degree, respectively. The participants’ teaching experiences ranged from their first year to 31 years. However, the bulk of participants (153, 44.7%) had experience ranging from 8 to 15 years, while 90 (26.3%) had experience ranging from 4 to 7 years. For ethical consideration, we obtained informed consent from the participants by explaining the purpose of the study and asserting the confidentiality of their response since the data was collected survey scales. Their participation as data source was voluntary, asserting ethicality of data collection process

Instrument for Data Collection

Scale to Measure PLC

Based on Teague’s (2012) research, teacher PLC was hypothesized in the current study as a second-order latent construct made up of five first-order latent factors: collective learning and application, supportive school conditions, shared and supportive leadership, shared personal practice, and shared values and vision. Therefore, the questionnaire, consisting of 50 items, was adapted from Teague’s (2012) work and contextualized before administration. Initially, the instrument with 50 items under the five core dimensions of the PLC was administered to the sample teachers by the researchers. In order to establish the convergent and discriminant validity of the sub-constructs, however, five items were discarded during confirmatory factor analysis (CFA hereafter) due to a small standardized factor loading of less than 0.70, and 15 items were dropped during exploratory factor analysis (EFA hereafter) due to high cross-loading. The EFA results for teacher PLCs showed that the correlation matrix’s factorability was supported by the KMO value of .974 (>.5), with significant Bartlett’s Test score (χ²₍₁₃₂₆₎ = 21212.687, p < .001). After suppressing two items with loading values less than 0.40 and three items with strong cross-loadings, 45 of the 50 items that were submitted to EFA were kept. Four factors, accounting for 72.88% of the total variance, were extracted from the EFA of teacher PLCs measurement items set with promax rotation. Specifically, the dimensions of teacher PLCs were labeled as collective learning, application, and shared personal practice (Factor 1) accounted for 62.75% variation, shared and supportive leadership (Factor 2) accounted for 4.57% variation, supportive school conditions (Factor 3) accounted for 3.16% variation, and shared values and vision (Factor 4) accounted for 2.40% variation. Examining the scree plot further demonstrated that there was a distinct break following five variables, with eigenvalues varying from 1.11 to 28.86. Furthermore, EFA has generated four-factor solution by combining the indicators of shared personal practice and collective learning and application sub-constructs, despite the fact that PLC was originally proposed as a second-order construct with five dimensions. Consequently, CFA for PLC as a second-order construct was performed in AMOS version 23 using four dimensions. Thus, shared and supportive leadership was measured using nine items (α = .96), shared values and vision using five items (α = .93), collective learning, application, and shared personal practice using 11 items (α = .96), and supportive school conditions using five items (α = .88). The whole scale was a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Thirty items were used to measure teacher PLC, and Cronbach’s alpha (α) was .98.

Teachers’ Motivation for CPD Scale

We contextually adjusted and adapted the scale to assess teachers’ motivation to CPD, which was first established by Fernet et al. (2008) and later translated and validated through rigorous factor analysis by Abós et al. (2018). The factorability of the correlation matrix’s factorability was supported by the KMO value = .833 (>.5) and a significant Bartlett’s Test (χ²₍₁₉₀₎ = 5295.947, p < .001). Initially a questionnaire consisting 20 items was administered to the participants. However, due to a factor loading that was below the threshold value of 0.40, two items meant to measure the external regulation dimension were eliminated throughout the EFA process.

Five factors were identified by EFA set with promax rotation, and these factors accounted for 76.77% of the variance in total. Examining the scree plot further demonstrated that there was a distinct break following five variables, with eigenvalues varying from 1.192 to 6.28. The dimensions of teacher motivation to CPD were labeled as amotivation (Factor1) accounted for 31.40% variation, intrinsic motivation (Factor 2) accounted for 20.83% variation, introjected regulation (Factor 3) accounted for 9.97% variation, identified regulation (Factor 4) accounted for 8.62% variation, and external regulation (Factor 5) accounted for 5.96% variation. Finally, the measurement scale for teachers’ motivation to CPD included five subscales with a total of 18 items: identified regulation (α = .92), external regulation (α = .69), introjected regulation (α = .91), amotivation (α = .96), and intrinsic motivation (α = .90). A 5-point Likert scale, with 1 representing “strongly disagree” and 5 representing “strongly agree,” was employed. With a Cronbach’s alpha (α) value of .79, the total scale’s reliability coefficient demonstrated sufficient internal consistency.

Measurement Model Test Through CFA

Assessing how well a proposed measurement model matches the observed sample data is a crucial component of CFA. Through CFA utilizing AMOS version 23, the measurement model’s goodness-of-fit and the validity of the constructs or latent variables were determined. The normed chi-square test (χ²/df) = 2.521, Tucker–Lewis Index (TLI) = 0.90, Comparative Fit Index (CFI) = 0.904, Root Mean Square Error of Approximation (RMSEA) = 0.067, and Standardized Root Mean Square Residual (SRMR) = 0.045 indicated indicate a good fit between the measurement model and the observed data, as recommended in Collier (2020). The standardized factor loadings (β) ranged from 0.65 to 0.96, and the unstandardized (B) estimates of all freely estimated parameters ranged from 0.71 to 0.98 were statistically significant at p < .001. The standard error (S.E.) estimates ranged from 0.02 to 0.11, whereas the critical ratios (C.R.) ranged between 8.93 and 35.47. Squared multiple correlations (R²) coefficient ranged between .42 and .92, which suggests a medium to large effect size (Cohen, 1988). Stated differently, the effect size estimates range showed that between 42% and 92% of the variation observed in the six constructs (which are latent variables) could be attributed to the corresponding indicators (Table 1).

Table 1.

Range of Standardized and Unstandardized Coefficients From CFA.

Factors	Standardized coefficient (β)	Unstandardized coefficient (B)
1. PLC	0.68–0.96	0.81–0.99
2. Intrinsic motivation	0.73–0.88	0.71–0.97
3. Identified regulation	0.65–0.96	0.73–0.97
4. Amotivation	0.87–0.95	0.86–0.97
5. External regulation	0.70–0.74	0.96–1.00
6. Introjected regulation	0.73–0.94	0.81–0.85

Note. p < .001.

Construct Validity and Reliability Assessment

Using the CFA result, the validity and reliability of the five latent factors were examined. Statistically, the composite reliability (hereafter CR) coefficient greater than or equal to 0.70 is considered an appropriate degree of reliability (Collier, 2020). All CR values varied between 0.70 for external regulation to 0.96 for amotivation, demonstrating adequate composite reliability of all latent factors (Collier, 2020). The value of average variance extracted (hereafter AVE) greater than or equal to 0.50 indicates an acceptable convergent validity of latent factors (Hair et al., 2019). Thus, the AVE values for all constructs ranged from 0.52 for the indicators of external regulation to 0.84 for the indicators of amotivation, suggesting adequate convergent validity of latent factors. Additionally, every construct’s inter-correlation coefficient fell below 0.85, spanning from 0.03 to 0.68 and from −0.06 to −0.33. This suggests that the constructs’ discriminant validity is sufficient (Kline, 2016). Likewise, for each construct, the maximum shared variance (hereafter MSV) value must be less than the AVE value in order to demonstrate sufficient discriminant validity (Collier, 2020). As a result, all AVE values, which ranged from 0.52 for external regulation to 0.84 for amotivation, were lower than the MSV values, which varied from 0.07 for amotivation to 0.46 for intrinsic motivation and the professional learning community. This suggests that the constructs have adequate discriminant validity, with each construct measuring a different concept (Collier, 2020), (Table 2).

Table 2.

Validity Testing, Composite Reliability, and Intercorrelations for CFA.

Factors	CR	AVE	MSV	1	2	3	4	5	6
1. PLC	.95	.82	.46	.91
2. Intrinsic motivation	.89	.62	.46	.68	.79
3. Identified regulation	.92	.80	.11	−.29	−.33	.90
4. Amotivation	.96	.84	.07	.03	−.06	.26	.92
5. External regulation	.70	.52	.31	.53	.30	−.22	.15	.72
6. Introjected regulation	.89	.67	.32	.47	.57	−.18	.13	.55	.82

Results

Our study hypothesized that the elements of teachers’ motivation for CPD—identified regulation, introjected regulation, intrinsic motivation, amotivation, and external regulation—would have a major direct impact on the development of professional learning communities in schools. To evaluate the structural effects of teachers’ amotivation, identified regulation, introjected regulation, external regulation, and intrinsic motivation on creating PLCs, structural equation modeling (SEM) was carried out in AMOS 23.

The findings showed that the development of PLCs in schools was strongly and positively impacted by teachers’ intrinsic motivation (β = .62, p < .001). This suggests that a 0.62 standard deviation difference in PLCs development was linked to a one standard deviation difference in teacher intrinsic motivation. This finding indicates that PLCs growth increases with instructors’ intrinsic motivation. Likewise, the SEM analysis demonstrated that building PLCs are directly positively impacted by external regulation (β = .40, p < .001). This suggests that the emergence of PLCs in the schools varied by 0.40 standard deviations for every standard deviation difference in perceived external regulation to CPD activities among teachers. In other words, the more teachers perceived external regulation to CPD activities, the greater the development of PLCs in the schools. However, as shown in Table 3, the three dimensions of motivation to CPD: identified regulation (β = −.03, p = .604), introjected regulation (β = −.11, p = .109), and amotivation (β = .03, p = .55) had nonsignificant direct impact on building PLCs in schools. The standardized regression coefficients indicated that teachers’ intrinsic motivation (0.62) had a stronger direct influence on building PLCs than external regulation (0.40), amotivation (0.03), identified regulation (−0.03), and introjected regulation (−0.11). Moreover, the squared multiple correlations (R²) value was .59, indicating 59% variance in PLCs development was directly by these motivation dimensions, which showed 41% unexplained variance in teacher PLCs development. To this end, the structural model indicated acceptable goodness-of-fit to sample data: χ² = 2,647.337(df = 1,050, p < .001), χ²/df = 302.521, CFI = 0.904, IFI = 0.905, TLI = 0.897, RMSEA = 0.067 at 90% CI [0.06, 0.07], and SRMR = 31.045.

Table 3.

Structural Model Test Results.

Hypothesized relationships	B	β	C.R.	p	Hypothesis supported
H1: Intrincic motivation → PLC	0.47	.62	9.449	***	Supported
H2: Identified regulation → PLC	−0.02	−.03	−0.519	.604	Not supported
H3: Introjected regulation → PLC	−0.08	−.11	−1.601	.109	Not supported
H4: External regulation → PLC	0.35	.40	5.179	***	Supported
H5 Amotivation → PLC	0.02	.03	0.598	.55	Not supported
Squared multiple correlation (R ² )
Professional Learning Community (PLC)				0.59

However, the absence of a statistically significant direct effect does not mean that an independent variable has no role in the variation in the outcome variable. Any exogenous variable can have an indirect effect on endogenous variables through mediators. In order to evaluate the indirect impacts of identified regulation, introjected regulation, amotivation, and external regulation on creating PLC through teacher intrinsic motivation, was combined with mediation analysis with bias-corrected bootstrapping was performed in AMOS 23. Consequently, full mediation was shown by introjected regulation, which had a significantly beneficial indirect influence (β = .35, p = .001) on the development of PLC through teacher intrinsic motivation. Conversely, full mediation was shown by the statistically significant but negative indirect effect of the teachers’ identified regulation to CPD (β = −.13, p = .001) on PLC construction through teacher intrinsic motivation. Nevertheless, there was no mediation observed as teachers’ amotivation (β = −.05, p = .161) or external regulation (β = −.03, p = .511) did not have any indirect effect on PLC building via their intrinsic motivation.

Discussion

The results of the study provide important new evidence about the relationship between the growth of professional learning community (PLC) in schools and teacher motivation for continuous professional development (CPD). In particular, intrinsic motivation is found to be a major contributing element to the formation and expansion of PLC (H1), highlighting the significance of fostering teachers’ innate desire for cooperation and professional development. This is consistent with the self-determination hypothesis, which promotes educators’ intrinsic motivation by highlighting their autonomy, competence, and relatedness. Supporting literature consistently highlights the positive relationship between teacher motivation and participation in professional development activities. For example, Aslam and Rawal (2019) and Thoonen et al. (2011) found that intrinsically motivated teachers are more likely to engage in professional development, leading to improvements in teaching quality and practice. This intrinsic motivation fosters better effort, effective teaching, and professional growth, serving as a foundation for professional engagement (Aslam & Rawal, 2019; Gorozidis & Papaioannou, 2014). Research indicates that collaborative learning and self-regulated, need-based professional development tasks enhance teachers’ intrinsic motivation. Pink (2009) identifies autonomy, mastery, purpose, and relatedness as the most effective drivers of intrinsic motivation, suggesting that teachers should have the autonomy to engage in tailored professional development activities (Fernet et al., 2008; Tadesse & Sintayehu, 2022). This autonomy not only increases teachers’ motivation but also leads to greater job satisfaction and professional learning engagement (Schleicher, 2016; Thoonen et al., 2011). Further studies show that task autonomy and colleague support significantly boost motivation for CPD (Zhang et al., 2022). The self-determination principle emphasizes autonomy and choice, contributing to overall well-being and motivation (Levesque et al., 2008). Thoonen et al. (2011) found that task autonomy helps teachers internalize school values, enhancing their motivation for CPD. Policies promoting intrinsic motivation can improve the quality of the educational environment and system (Christodoulidis et al., 2022). Effective leadership in schools, characterized by empowerment, collaboration, and growth-oriented evaluation, positively influences teachers’ intrinsic motivation (Fitzpatrick et al., 2017). Such leadership involves defining values, building trust, improving teaching conditions, restructuring roles, and nurturing collaboration (Fitzpatrick et al., 2017).

Intrinsically motivated teachers participate in CPD activities driven by pleasure and self-determination, which enhances their professional capacity and teaching quality, resulting in effective PLCs (Zhang et al., 2022). In summary, the intrinsic motivation of teachers, driven by factors such as autonomy, mastery, purpose, and social engagement, is directly linked to the development and effectiveness of PLCs. This intrinsic orientation correlates with effective teaching practices, cognitive engagement, knowledge-sharing, and collaboration, which are essential for successful PLCs (Delgado, 2017; Guerriero, 2015; Kunter & Holzberger, 2014).

Additionally, the study shows a favorable direct effect of external regulation on PLC development, indicating that perceived external pressure or incentives associated with professional development activities may also play a role in the formation of PLCs at educational institutions (H4). This finding reveals that external motivators such as rewards, recognition, salary increases, and bonuses can also enhance teachers’ commitment in their professional development. Supporting literature corroborates this finding, indicating that well-internalized forms of extrinsic motivation can positively impact human behavior across various settings (Deci & Ryan, 2008). Providing an attractive career path with clear promotion criteria that include financial incentives has been shown to motivate teachers and encourage their participation in professional development (Aslam & Rawal, 2019; Duflo et al., 2012). Conversely, excessive work pressure and emotional demands can decrease teachers’ motivation for CPD, thereby impeding PLC development (Zhang et al., 2022). For example, Zhang et al. (2022) identified a negative association between challenging workplace conditions, such as extensive workload and emotional pressure, and teachers’ motivation for CPD. Research further indicates that poor work autonomy, ineffective leadership, and strained relationships within schools can undermine teachers’ motivation for CPD (Fitzpatrick et al., 2017; Giertz, 2016), thereby hindering PLC development. Excessive work and emotional pressure, when perceived as burdensome, can also deter teachers from engaging in professional growth, thus negatively impacting PLC development (Zhang et al., 2022). Studies specific to Ethiopia reveal a clear connection between low teacher motivation for CPD and the absence of external performance-based rewards and incentives (Afework, 2014; Gemeda & Tynjälä, 2015; Mesfin, 2018; Sintayehu, 2017; Tilahun, 2017). These findings suggest that appropriate rewards and incentives are crucial for encouraging teachers’ participation in CPD activities and fostering effective PLCs in schools. Moreover, extrinsic rewards have been shown to play a pivotal role in nurturing and advancing teachers’ motivation and professional development (Fitzpatrick et al., 2017; Schleicher, 2016; Zhang et al., 2022), thereby contributing to the establishment of effective PLCs. In summary, the evidence supports the hypothesis that external regulation, through rewards and incentives, directly influences the development of PLCs. External motivators can significantly enhance teachers’ commitment to professional development, facilitating the growth and effectiveness of PLCs within educational settings.

Nonetheless, it appears that the identified regulation, introjected regulation, and amotivation as dimensions of teacher extrinsic motivation have no direct influence on PLC development (H2, H3, and H5). The indirect pathways by which various aspects of teacher motivation impact PLC development through intrinsic motivation are revealed by the mediation analysis. Notably, introjected regulation exhibits full mediation, suggesting that intrinsic motivation has an indirect effect on PLC development as a result of teachers’ sentiments of duty or guilt regarding CPD activities. On the other hand, the discovered regulation shows full mediation with a negative indirect effect, indicating that PLC development may be hampered by externally imposed expectations or objectives that impede intrinsic motivation. Intrinsic motivation did not mediate the influence of amotivation and external regulation on building PLCs in schools. Previous research consistently shows that controlled motivation is often negatively associated with positive outcomes or shows no effects at all (Deci et al., 2001; Gagné et al., 2010). Institutional, sociocultural, and personal settings significantly impact teachers’ motivation to participate in professional learning activities (Zhang et al., 2021). Low motivation for professional growth leads to disengagement from CPD activities, thereby impeding PLC development in schools. Ethiopian studies further corroborate these findings. Teachers in Ethiopia often lack the autonomy to choose CPD activities that meet their needs, as these activities are typically dictated by national curricula (Esayas & Rao, 2021; Tadesse et al., 2021). This lack of autonomy and misalignment with personal and school learning needs can diminish motivation and impede PLC development. Effective PLCs thrive when teachers’ tasks align with their value systems, leading to autonomous forms of extrinsic motivation comparable to intrinsic motivation (Kunter & Holzberger, 2014). This alignment fosters collective learning and application, essential for strengthening professional capacities and improving instructional quality (Dogan et al., 2017; Harris & Jones, 2017; Hipp & Huffman, 2010). Institutions that align their values and goals with those of their teachers are more successful in sustaining intrinsic motivation and building effective PLCs (Li & Wang, 2016; Liou et al., 2019). Ashraf et al. (2014) found that both financial and non-financial rewards could enhance motivation, especially for pro-socially motivated individuals. However, Bénabou and Tirole (2006) cautioned that financial incentives might not be sustainable in the long term and could even diminish intrinsic motivation over time. Therefore, while intrinsic motivation provides a promising direction for sustained engagement, carefully designed extrinsic rewards, such as financial incentives and promotions, may also be necessary (Aslam & Rawal, 2019; Duflo et al., 2012). In summary, while intrinsic motivation plays a crucial role in the indirect influence of various extrinsic motivational dimensions on PLC development, the alignment of CPD activities with teachers’ values, and professional goals is essential. External incentives can enhance engagement, but they must be carefully designed to support and not undermine intrinsic motivation.

Conclusion and Implications

Conclusion

The study enhances theoretical frameworks in organizational learning and teacher motivation by examining the relationship between several aspects of teacher motivation for continuous professional development (CPD) and PLC development. The study supports the self-determination theory by highlighting the significance of fostering educators’ personal drive for professional development and identifying intrinsic motivation as the main predictor of PLC development. By examining the indirect effects of teacher motivation components (identified regulation, introjected regulation, amotivation, and external regulation) on PLC development through intrinsic motivation, the study’s mediation analysis advances methodological understanding. This analytical method sheds light on the fundamental processes by which organizational learning processes are impacted by instructor motivation. In conclusion, the study underscores the critical role of intrinsic motivation in fostering PLC development in schools. Educational stakeholders should prioritize initiatives that promote teachers’ intrinsic motivation, autonomy, and sense of purpose to cultivate vibrant learning communities. Teacher motivation can be increased by demonstrating to them how their work fits into the organization’s vision, mission, strategy, and goals. Furthermore, even while external regulation may provide some impetus for PLCs, efforts should focus on reducing external pressure and fostering internal motivation among educators to ensure sustainable and meaningful PLCs in schools.

Implications

The study emphasizes how important intrinsic motivation is to the development and maintenance of professional learning communities (PLCs). In order to create dynamic learning environments, educational stakeholders should give priority to measures that support teachers’ intrinsic motivation, autonomy, and sense of purpose. While external regulations may initially encourage the establishment of PLCs, efforts to lessen external pressure and foster internal motivation among educators are necessary for the creation of long-lasting and meaningful learning communities. This emphasizes how crucial it is to have laws and procedures that reduce reliance on rewards or orders from outside sources. It is possible to increase teachers’ motivation and job satisfaction by ensuring that their efforts are in line with the organization’s vision, goal, and objectives. In order to strengthen educators’ sense of purpose and commitment, it is imperative that they understand how their contributions fit into larger educational goals. The mediation analysis of the study provides insightful information. Through intrinsic motivation, various aspects of teacher motivation indirectly influence PLC growth. This is made clear by the study’s mediation analysis. Our comprehension of the fundamental processes influencing organizational learning dynamics influenced by teacher motivation is deepened by this methodological breakthrough.

Limitations of the Study

Although the study looks at connections between PLC growth and teacher motivation, it can be difficult to pinpoint causes for effects. Experimental designs or longitudinal studies may provide more convincing evidence of the causal relationships between these factors. It is important to use caution when projecting the findings to different educational settings because they may be limited to certain circumstances or participant groups. Different learning contexts may result in different correlations between PLC evolution and teacher motivation. It’s possible that the study did not properly account for external factors including resource availability, leadership philosophies, and corporate culture. More contextual aspects might be explored in future studies to provide a more thorough grasp of PLC dynamics.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iDs

Sintayehu Belay

Tadesse Melesse

Data Availability Statement

Data sharing not applicable to this article as no datasets were generated or analyzed during the current study.

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