The impact of in-service workshops on English language teacher motivation

Brooks, Robyn Lyle (2013) The impact of in-service workshops on English language teacher motivation. MA dissertation, University of Portsmouth.

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    Teacher motivation is an increasingly important area of academic interest, resulting in the emergence of a significant body of scholarly output (Watt & Richardson, 2008a). Research on English language teacher motivation, however, has received less attention and it remains under-researched (Dörnyei & Ushioda, 2011, p.176). The aim of this study is to explore a specific area of English language teacher motivation by looking at the relationship between in-service professional development workshops and motivation in a British private language school.
    This research reveals that a workshop programme can make a positive contribution to a number of key variables shown to contribute to motivation including feelings of relatedness, competence and self-efficacy, professionalization and recognition. The workshops also served to reduce anxiety levels, providing reassurance and opportunities for autonomous reflection, and provided an environment which facilitated the spread of motivation to others. The research also revealed, however, the importance of favourable supporting conditions such as fair pay, adequate levels of time and energy and high quality input.
    The findings are of significance as they add additional data to a neglected area of research and begin to shed light on the ways in which a professional development programme can impact upon the motivation of English language teachers.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Social, Historical and Literary Studies
    Depositing User: Jane Polwin
    Date Deposited: 05 Feb 2016 14:28
    Last Modified: 05 Feb 2016 14:28

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