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Teachers' expectancy-value-cost profiles in professional development to support students' self-regulated learning
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DOI：10.1016/j.tate.2026.105518.png)
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Abstract
En 中文
This study explores teachers' expectancies for success, subjective values, and four dimensions of the perceived costs of integrating professional development into their teaching practice to support students' self-regulated learning (SRL). Teachers from 10 Estonian schools participated in a professional development program and evaluated their motivation and teaching practices at the beginning and end of the program. Drawing on situated expectancy-value theory and using person-oriented analysis, we identified two distinct motivational profiles at both time points. The profiles with higher motivation tended to report a higher extent in some of the SRL-related teaching practices. The findings highlight the need for a longitudinal approach to studying teachers' motivation in professional development.
Keywords:
Expectancy-value theory
Cost
Motivational profiles
Teacher professional development
Self-regulated learning
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