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Open research questions in Teacher Professional Development and Motivation

714 gap statements mined from Teacher Professional Development and Motivation papers in our 7.9M-paper local library, which holds 5,622 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • This indicates that further research is needed, especially as Howes and Goodman-Delahunty (2015) found that studies mainly focus on ECTs and there are fewer studies providing systematic comparisons across early, mid and late career within the same population, a gap this study addresses.

    Teaching shortages and keeping the teachers we have in Western Australia public schools · 2026 · DOI

  • This study has the following limitations. First, the cross-sectional research design does not allow for strict causal inference among variables. Although theoretical derivations and statistical tests support the directionality of the hypothesized model, there may be a reverse causal relationship or a bidirectional causal relationship between change fatigue and teaching enthusiasm.

    Associations between change fatigue and teaching enthusiasm among Shanghai teachers: the roles of teaching motivation and job satisfaction · 2026 · DOI

  • Specific exit reasons warrant further investigation such as MCTs retiring due to incapacity or resigning following workers’ compensation claims.

    Teaching shortages and keeping the teachers we have in Western Australia public schools · 2026 · DOI

  • Future research could explore the experiences, challenges, and career trajectories of EFL teachers who have completed their Ed.

    Unraveling EFL Teacher Motivation for Pursuing a Master of Education Degree in the Chinese Context · 2025 · DOI

  • Future research could consider longitudinal and experimental designs, as well as tracking teacher trajectories to validate and expand these findings.

    Importance of Pedagogical Practice in Teaching Satisfaction · 2025 · DOI

  • The study has a small sample size of 11 participants. The data collection was limited to two interviews and one survey with each participant. The study does not provide a comprehensive analysis of the challenges faced by STEM career-change teachers.

    It’s Not About the Money: STEM Professionals’ Motivations to Become Secondary School Teachers Through Alternative Entry Teacher Education Pathways · 2026 · DOI

  • Further research is needed to understand the long-term outcomes of STEM career-change teachers. The study's findings can inform the development of future research on alternative certification programs. The research highlights the need for more comprehensive analysis of the challenges faced by these teachers.

    It’s Not About the Money: STEM Professionals’ Motivations to Become Secondary School Teachers Through Alternative Entry Teacher Education Pathways · 2026 · DOI

  • There is a lack of understanding about pre-service teachers' professional perceptions through media. Prior studies have not examined the themes of news that attract pre-service teachers' attention toward the teaching profession.

    Exploring Pre-Service Teachers’ Professional Perceptions Through Media · 2026 · DOI

  • The effectiveness of STEM courses remains unclear. Students lack interest in STEM careers, notwithstanding the belief that STEM courses are linked to a nation's competitiveness.

    Measuring teachers’ perceptions about STEM: Development of a STEM teacher perceptions questionnaire · 2026 · DOI

  • There is a limited number of studies that have examined the relationship between occupational self-efficacy, career engagement, professional commitment, and work motivation in the context of recent systemic changes in teacher training and appointment processes in Türkiye.

    From Self-Efficacy Beliefs to Work Motivation Through Career Engagement and Professional Commitment: A Study on Teachers · 2026 · DOI

  • In-service training workshops should also be organised regularly for science teachers of all disciplines (chemistry, physics, and biology) to enable them to be well-equipped with the relevant skills and strategies needed to teach science effectively as designated in the curriculum.

    The Perception of Senior High School Science Teachers of Their School Climate and Its Influence on Teaching and Learning · 2026 · DOI

  • Prior work has not fully addressed the factors contributing to teacher turnover.

    Assessment On Teachers’ Turnover in the Context of Basic Education · 2026 · DOI

  • The study notes the challenge of balancing the pursuit of job security and stable career development with the need to promote intrinsic motivation.

    The Influence of Occupational Values on Academic Motivation among Pre-service Teachers · 2026 · DOI

  • The study highlights the need to explore the differentiated influence of various dimensions of career values on internal motivation, external motivation, and amotivation.

    The Influence of Occupational Values on Academic Motivation among Pre-service Teachers · 2026 · DOI

  • Existing research focuses more on the field of general education, lacking a systematic overview of how the teaching style under the middle vocational situation affects both negative and positive psychology. There is a lack of systematic discussion on how the teaching style affects negative psychology and positive psychology in the middle vocational situation.

    The Influence of Teachers' Teaching Style on the Learning Burnout and Learning Motivation of Secondary Vocational Students · 2026 · DOI

  • The study highlights the need for further research on the SAEB's impact on the education system as a whole.

    Impactos do SAEB no trabalho docente: entrevista com uma professora bióloga · 2026 · DOI

  • Longitudinal studies evaluating the long-term effectiveness of coping mechanisms are needed. Further research can investigate the impact of targeted mental health interventions on teacher stress.

    Teacher stress and coping: Literature review with implications for Ilocos Sur Division · 2026 · DOI

  • Through the open questions, teachers also described that they learned how to connect the science they were teaching in their classroom with ‘real life’ or ‘everyday’ science, a finding also mentioned by Melber and Cox-Petersen (2005).

    Science teachers’ professional growth benefits from formal and informal interactions with science centers · 2026 · DOI

  • The study suggests that future research should investigate the relationship between managerial properties and academic self-efficacy in different contexts. The study recommends that future research should explore the impact of managerial properties and academic self-efficacy on sports management practice.

    Spor Yöneticiliği Bölümü Öğrencilerinin Yönetici Özellikleri ve Akademik Öz Yeterlik Düzeylerinin İncelenmesi · 2026 · DOI

  • The study highlights the need for further research on this topic.

    Spor Yöneticiliği Bölümü Öğrencilerinin Yönetici Özellikleri ve Akademik Öz Yeterlik Düzeylerinin İncelenmesi · 2026 · DOI

  • There is a lack of research on teacher graduates who choose not to enter the profession upon completion of their studies. The decision to turn away from the teaching profession and its underlying motives are not well understood. The study aims to fill this gap by investigating the career transitions of STEM and non-STEM teacher graduates.

    Career Transitions in Teacher Education: A Multigroup Analysis of STEM and Non-STEM Graduates · 2026 · DOI

  • Replication studies conducted beyond the pandemic context are needed to determine the extent to which the relatively high proportion of pre-service teachers classified into maladaptive academic well-being profiles reflects pandemic-specific effects versus more general well-being challenges in ITE.

    Academic well-being profiles of pre-service teachers: links with resources and retention-related outcomes · 2026 · DOI

  • The study aims to investigate the link between scholastic optimism and commitment to teaching.

    Examining the Association between Optimism and Professional Dedication of Teachers in Khyber Pakhtunkhwa · 2026 · DOI

  • The study identifies a gap in understanding the relationships between teachers' workload experience, work-life balance, teaching performance, and MATATAG Curriculum implementation, - The study aims to address the gap by examining the experiences of Grade 7 and Grade 8 teachers in selected public…

    Teachers' Teaching Workload Experience, Work-Life Balance and Performance in the Implementation of the MATATAG Curriculum: Basis for Enhancement Program · 2026 · DOI

  • Further research should investigate the long-term effects of online teaching on teacher self-efficacy, - Studies should explore the impact of different types of feedback on online teaching self-efficacy, - Research should examine the relationship between online teaching self-efficacy and student…

    Embarking on an academic career with online teaching: changes in self-efficacy and its sources · 2026 · DOI

Most-cited papers in Teacher Professional Development and Motivation

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Open questions raised by papers listed on this page include: (1) Further research is needed to understand the long-term outcomes of STEM career-change teachers (“It’s Not About the Money: STEM Professionals’ Motivations to Become Secondary…”, 2026); (2) There is a lack of understanding about pre-service teachers' professional perceptions through media (“Exploring Pre-Service Teachers’ Professional Perceptions Through Media”, 2026); (3) There is a lack of systematic discussion on how the teaching style affects negative psychology and positive psychology in the middle vocational situation (“The Influence of Teachers' Teaching Style on the Learning Burnout and Learning…”, 2026); (4) Longitudinal studies evaluating the long-term effectiveness of coping mechanisms are needed (“Teacher stress and coping: Literature review with implications for Ilocos Sur…”, 2026); (5) Through the open questions, teachers also described that they learned how to connect the science they were teaching in their classroom with ‘real life’ or ‘everyday’ science, a finding also mentioned by Melber and Cox-Petersen (2005) (“Science teachers’ professional growth benefits from formal and informal…”, 2026). 714 gap statements have been mined from Teacher Professional Development and Motivation papers in our 7.9M-paper local library, which holds 5,622 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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