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ERIC Number: EJ1125166
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1547-688X
Why Teachers Participate in Professional Development: Lessons from a Schoolwide Teacher Study Group
Bigsby, James B.; Firestone, William A.
New Educator, v13 n1 p72-93 2017
Because it is not clear that teachers will volunteer for good professional development if it is made available, this study used surveys--including social network analysis--and interviews to examine why teachers did and did not participate in one school's high-quality study group. While all teachers were motivated by intrinsic incentives, two factors separated participators from nonparticipators. Nonparticipators were more susceptible to barriers like time constraints and personal factors. Participators had more social incentives. They engaged more actively in friendship and advice networks, especially with other participators. Practical implications are suggested. [Paper presented at the Annual Meeting of the American Educational Research Association in Chicago, Illinois, April 17, 2015.]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
Grant or Contract Numbers: N/A