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Open research questions in Teacher Professional Development and Motivation

88 unresolved questions extracted from the limitations and future-work sections of 5,321 Teacher Professional Development and Motivation papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • for professional growth us by giving tips on how to simplify concepts or demonstrate them practically” (PHSTA2) “There must be more time allocated to demonstration lessons” (PHSTB2) STEM Education Volume 6, Issue 1, 84–108…

    The influence of professional teacher development programmes on physical science teachers' content knowledge and practical skills in mechanics and electromagnetism · 2026 · DOI

  • Relevant stakeholders should provide appropriate avenues and channels which can be used by teachers to voice out their complaints and grievances in relation to the school climate. 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. Much focus should be placed on the provision of incentives and other packages to teachers in the rural areas as a means of motivating them to give out their best in the face of relatively challenging conditions at the rural schools. the For alleviating perceived work pressure as expressed by teachers, suggestions for possible interventions might include that schools provide mechanisms such as allowing more generous maternity leave, or permitting time off REFERENCES Abonyi, U. K. (2024). Headteachers’ leadership practices in Ghana: Does a formal qualification in educational leadership and management ma tter? Management in Education, 54(1), 29- 42. https://doi.org/10.1177/174114322412570 44 Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety, and depression among teachers: A scoping review.

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

  • The results have important implications for policy and practice; for example, teacher educators need to recognize the complexity of teacher questioning and encourage teachers to discuss the challenges associated with asking more open questions, while policy-makers need to acknowledge the impact their decisions can have at the classroom level.

    Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms · 2024 · DOI

  • Although research on the relationship between opportunities to learn (OTL) in teacher preparation and preservice teachers' learning outcomes, including aspects of their knowledge, has significantly increased in recent years, the relationship between OTL and preservice secondary school teachers' cognitive competence and, particularly, the situated aspect of competence, in Mainland China remain poorly understood.

    The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence · 2024 · DOI

  • Originality/value Although there is a considerable amount of studies conducted to examine preservice teachers' reasons given for joining the teaching profession, limited research has been done with practicing teachers to better understand the factors that motivated them to join the teaching profession.

    A comparative study on motivational factors in choosing teaching profession · 2022 · DOI

  • Purpose: Even though research on teacher wellbeing has recently generated considerable interest in the field of teacher psychology, investigations of the subjective wellbeing of ICLHE teachers remain relatively scarce and have not found their way into teacher development.

    <i>Teaching is therapy for me</i>. The subjective wellbeing of Austrian ICLHE teachers: learning to balance challenges and resources through teacher development · 2022 · DOI

  • Although there are initiatives to attract individuals with STEM degrees and experiences into teaching, little is known about the characteristics and development of qualified professional scientists with previous uncertified teaching experiences becoming teachers.

    Developmental Journeys from Teaching Experiences to the Teaching Profession: Cases of New Secondary Science Teachers · 2021 · DOI

  • Even though they have a second job, in terms of financial situation, 73% said that their monthly income is insufficient, and they are dissatisfied with their remuneration.

    WOMEN TEACHERS FROM PRE-UNIVERSITY HAVING A SECOND JOB? · 2021 · DOI

  • The recent reform of the teacher’s payment system in Lithuania was started in 2018, so the problem analysed in the article is relatively new, which leads to a lack of research, as apart from some statistics, analysts’ insights and forecasts, scientific research on this topic is insufficient.

    Assessment of the Impact of Factors Determining the Teachers’ Salary: the Case of Radviliškis District · 2021 · DOI

  • Previous studies that used the Orientation for Teaching Survey (OTS), assessing motivation for the teaching profession, yielded inconsistent results regarding the OTS?s factorial structure.

    Motivation for the teaching profession: Assessing psychometric properties and factorial validity of the orientation for teaching survey on in-service teachers · 2018 · DOI

  • According to research results such kind of suggestions were stated: the reasons of why teachers’ level of motivation to teach and belief in education is not enough should be examined and necessary precautions should be taken; graduate tracking system should be developed to increase teachers’ belief in education; successful senior teachers should mentor the teachers who haven’t…

    MESLEK LİSESİ ÖĞRETMENLERİNİN EĞİTİME İNANMA DÜZEYLERİ İLE ÖĞRETME MOTİVASYONLAR · 2017 · DOI

  • Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers’ appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress.

    An examination of US first-year teachers’ risk for occupational stress: associations with professional preparation and occupational health · 2017 · DOI

  • This gap in our understanding exists despite the fact that student teaching schools are important sites for teacher learning and can vary widely in terms of both the material resources (such as curricula and assessments) and relational resources (such as trust between teachers) that they make available to student teachers (Grossman, Ronfeldt, & Cohen, 2012).

    School Working Conditions and Changes in Student Teachers' Planned Persistence in Teaching. · 2017

  • However, limited literature exists on what can help make teaching efficient and comfortable when teachers have to teach outside their comfort zonether teaching styles have, however, largely been ignored and there is no consensus on how student learning is affected when teachers are working outside their comfort zone.

    Teaching outside the comfort zone: An overstated problem? · 2016 · DOI

  • Why? While the social and economic reasons for this decline have been well documented in the literature, what is lacking is a discussion with high-achieving women, as they make their first career decisions, about their perceptions of teaching and what makes it more or less desirable than other professions.

    Perspectives of High-Achieving Women on Teaching · 2010 · DOI

  • Lack of agreement about the roles triad members should play (Bain, 1991; Grimmit & Ratzlaff, 1986; Kauffman, 1992; Rothman, 1981) and lack of clarity about the goals of student teaching (Gallemore, 1981; Griffin, 1989; Marrou, 1989; McIntyre, 1984) may be reasons for the tensions researchers cite.

    Cooperating Teachers' Perspectives on the Student Teaching Triad · 1998 · DOI

  • The sixth, which rises still higher, is to know the objects of our bounty but remain unknown to them. Such was the conduct of those of our ancestors who used to convey their charitable gifts into poor people’s dwellings, taking care that their own persons and names should remain unknown.

    Research on the Teaching of Occupations: 1965–1970 · 1971 · DOI

  • have of broadened the the politician and of educational the of administrator. Members profession most intimately concerned should not lag behind. However, this is as yet a rather unsophisticated, if correct, way of looking at the issue. The matter may be more serious than that. The teacher may be in danger of being relegated to the conventions of accustomed and well-established educational instruments and practices.

    The Relevance of Comparative Education for Teacher Training · 1971 · DOI

  • Those "forms which are limited to a few well defined items and which provide for the in clusion of pertinent observations by the critic teacher will give more useful data than those forms which, weighted down by a mass of paphazardly-chosen items ar ranged on some ill-defined scale, have an objectivity more apparent than real. "Further Investigation of Pre -College Teaching Experience and Other Factors in the Teaching Success of Univer sity Students, " British Journal of J:!:duca tional PSYChology, XI (1941), pp.

    Teacher Competence · 1950 · DOI

  • The limitation of this study is that it is based only on the literature review and analysis of cases, which can impact the generalization of the findings.

    A Study on the Impact of External Performance Incentives on Chinese Teachers' Work Behaviour · 2026 · DOI

  • The authors attribute this to protecting participants’ anonymity, which is understandable, but it leaves a gap in understanding how teachers’ social identities interact with their conceptual agency and pedagogical judgment.

    How can teachers learn to teach effectively and equitably? · 2026 · DOI

  • These findings may suggest that female candidates’ higher levels of anxiety could be related to social expectations and perceived job security, even though the literature presents mixed results on this issue.

    Unassignability Anxiety and Perception of Professional Status: An Investigation on Prospective Science Teachers · 2026 · DOI

  • The researchers then concluded that the remuneration of the teachers is already sufficient, but is lacking in the field of basic salary, allowances, and incentives; they are fully energized in teaching regardless of their remuneration.

    Perception on Remuneration and Energy Levels in Teaching of Teachers at Holy Spirit Academy of Bangued, Abra, Inc. · 2026 · DOI

  • No information is provided about the generalizability of the physics club program across different school contexts, socioeconomic backgrounds, or geographic regions.

    “Physics Club” rogram to strengthen high school students’ physics identity · 2025 · DOI

  • English teachers’ post-pandemic motivational experiences within Macau’s hybrid postcolonial context have not been extensively investigated, although teacher motivation is crucial to the quality of education and student outcomes.

    English Teachers’ Post-Pandemic Motivation in Macau’s Higher Education System · 2024 · DOI

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88 open questions have been extracted from the limitations and future-work passages of 5,321 Teacher Professional Development and Motivation papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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