The impact of the design of online teacher professional development on teacher’s autonomous motivation

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dc.contributor.advisorLeong, Peter
dc.contributor.authorCallahan, Ashley
dc.contributor.departmentLearning Design and Technology
dc.date.accessioned2025-06-27T22:21:32Z
dc.date.available2025-06-27T22:21:32Z
dc.date.issued2025
dc.description.degreePh.D.
dc.identifier.urihttps://hdl.handle.net/10125/111065
dc.subjectTeacher education
dc.subjectEducational technology
dc.subjectAutonomous motivation
dc.subjectOnline teacher professional development
dc.subjectself-determination theory
dc.titleThe impact of the design of online teacher professional development on teacher’s autonomous motivation
dc.typeThesis
dcterms.abstractThis mixed methods case study investigated best practices in online teacher professional development (oTPD) design that foster teachers' autonomous motivation to implement learned instructional strategies. The research examined how specific design elements affect teachers' perceptions of professional development experiences, psychological need satisfaction, and implementation intentions through the lens of Self-Determination Theory. Data were collected from 1,267 secondary science educators who participated in AVID's Science Community of Practice during summer 2021, alongside design team members and facilitators.Using a parallel convergent mixed methods design, I analyzed quantitative survey data and qualitative data from interviews, focus groups, content analysis, and open-ended responses. Results revealed five key design elements that significantly influenced teachers' autonomous motivation: relevance of content, facilitator knowledge and expertise, differentiation of learning pathways, collaborative learning opportunities, and provision of support resources. The study found that 96% of participants left with specific implementation strategies, while 95% felt capable of applying new knowledge in their classrooms. Findings indicated that expert facilitators played a pivotal role in actualizing design principles and fostering psychological need satisfaction. Participants valued facilitators who provided authentic classroom examples, modeled instructional strategies, and created collaborative learning environments. The research revealed a strong alignment between effective oTPD design elements and the core constructs of Self-Determination Theory, particularly in supporting teachers' needs for autonomy, competence, and relatedness. This study extends existing design frameworks by proposing skilled facilitation as a fourth essential design principle for effective oTPD, complementing established principles of relevance, reflection, and collaboration. The enhanced framework provides actionable guidance for education leaders, learning designers, and professional development providers seeking to create motivating online learning experiences that translate into classroom implementation. Implications include recommendations for facilitator training, flexible course progression, and strategic integration of collaborative elements in oTPD programs.
dcterms.extent223 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttps://www.proquest.com/LegacyDocView/DISSNUM/32042846

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