Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level

Teachers’ motivation to participate in professional learning is a significant factor explaining the effectiveness of continuous development programmes. The present study investigated how factors at teachers’ personal and school levels are related their activities. A questionnaire was completed by 472 Chinese teachers. Multivariate analysis revealed that several teacher level (teachers’ prior experience with activities, teaching experience, self-efficacy conceptions learning) (work emotional pressure, colleague support principal leadership) were learning. These findings discussed context Implications generated for education development.