Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability

Abstract

How are teachers motivated to continue to learn throughout their career in a high-stakes accountability context? This innovative mixed methods study employs inductive/deductive hybrid thematic analysis and self-determination theory to investigate teachers’ self-reported motivations to continue their professional learning. Through analysis of survey responses and in-depth interviews, a new concept of ‘constitutive motivations’ is presented. This concept adds more nuanced insight into the motivations of teachers working in contexts dominated by a neoliberal framework that foregrounds teacher performativity. The analysis suggests that, despite experiencing controlling managerialism within high-stakes accountability workplace contexts, teachers retain a sense of vocation and are motivated to learn based on their commitment to children and to teaching itself. The findings imply school leaders and teachers themselves should take steps to cultivate and harness constitutive motivations as a driver for professional learning.