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Open research questions in Teacher Professional Development and Motivation

764 unresolved questions extracted from the limitations and future-work sections of 5,455 Teacher Professional Development and Motivation papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Methodological considerations for investigating teachers' perceptions and their implications for professional development are provided, - Investigating teachers' perceptions in different contexts

    Associating teacher motivation and professional background with perception of effective mathematics teaching—a latent class analysis on a national sample in Vietnam · 2026 · DOI

  • The study identifies a gap in the literature on the relationship between teacher motivation and professional background with perception of effective mathematics teaching. The study critiques the arguments supporting direct instruction as more effective than student-centered approaches.

    Associating teacher motivation and professional background with perception of effective mathematics teaching—a latent class analysis on a national sample in Vietnam · 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

  • The study notes that early gaps in FLN compound over time, shaping disparities in achievement, completion, and transition to higher levels of education. The study highlights the challenge of improving FLN outcomes in low- and middle-income countries. The study notes the challenge of ensuring adequate proportional representation across the strata in the population.

    Predictive impact of supported teaching in school practicum on pre-service teachers’ professional readiness to teach foundational literacy and numeracy · 2026 · DOI

  • The study identifies a gap in the understanding of the impact of the STS practicum on preservice teachers' professional readiness to teach FLN. The study highlights the need for empirical research on the effects of the STS practicum. The study notes that prior research has not adequately addressed the predictive relationships among the variables within the hypothesised model.

    Predictive impact of supported teaching in school practicum on pre-service teachers’ professional readiness to teach foundational literacy and numeracy · 2026 · DOI

  • Further research into other context-specific variables is essential for developing effective, targeted interventions in similar settings.

    Teachers’ Job Satisfaction and Its Influence on Students’ Academic Performance in Public Secondary Schools: Practical Evidence from Kasese District, Uganda · 2025 · DOI

  • Despite the considerable scholarly interest in teacher identity development, relatively few studies have considered how to measure teacher professional identity.

    The development and validation of the teacher professional identity scale in a Chinese university context · 2024 · DOI

  • This predilection has caused me to devote time to conducting research on a variable associated with teacher effective- ness, synthesizing research on effective schools and effective teaching and trying, with the assistance of participants, to pull together what little is known about the variables internal to teacher education.

    Inquiry in Teacher Education: · 1987 · DOI

  • Notwithstanding lack of agreement among psy- chologists and social psychologists about the nature of the T, many teachers are intuitively aware of its existence (Nias, forthcoming).

    Teaching and the self · 1987 · DOI

  • Specific edu- cation courses need to be examined to see if correlations exist between performance in methods courses and field-based ex- periences (practicums, internships, student teaching) and per- formance on the job.

    Relationships among Academic Performance, Basic SkillsSubject Matter Knowledge, and Edith Guyton Elizabeth Farokhi Teaching Skills of Teacher Education Graduates · 1987 · DOI

  • by P at F e ro awareness and yet having no control of the heightened that separates him from others. Sam tantalizes his is the hawk that prey, strikes for sport and then starves. As a writer, lam pleased with my analogy. As a teacher, I feel sad.

    A Teacher's Perspective · 1987 · 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

  • The study identifies a gap in the literature regarding the impact of occupational stress on work-life balance among school teachers. The study highlights the need for a dual approach to stress management, combining individual coping strategies with institutional support.

    IMPACT OF OCCUPATIONAL STRESS ON WORK LIFE BALANCE AMONG SCHOOL TEACHERS: A REVIEW STUDY · 2026 · DOI

  • There is a gap in understanding attitudes towards science and technology among pre-service primary teachers. The study aims to address this gap by examining attitudes towards science and technology among pre-service primary teachers.

    Confidence in science among pre-service primary teachers: Pedagogical implications · 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

  • Pre-service teachers face uncertainty about their professional future, which may threaten their psychological well-being. The teaching profession is influenced by social, economic, and political factors that can impact its perception. Reducing anxieties and elevating the public perception of teaching as a profession is a challenge.

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

  • Future studies could investigate the factors that contribute to pre-service teachers' anxiety and perceived social status of the teaching profession. Research could also explore the impact of teacher education programs and policies on pre-service teachers' anxiety and career choices.

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

  • Future research could examine how teacher learning reshapes teachers' identities. The authors suggest that future research could investigate how teachers' social identities interact with their conceptual agency and pedagogical judgment. Future research could explore how the VFF intervention could be adapted for other subjects or contexts.

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

  • The gap is that few scholars have extended the line of work in the learning sciences to provide new theoretical lenses for analyzing teacher learning. The authors identify a need for a situative theory of teacher learning. The gap is that many teacher education scholars have been influenced by the shift in ontological and epistemological stances, but few have extended this line of work.

    How can teachers learn to teach effectively and equitably? · 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

  • The study identifies a gap in understanding the relationship between scholastic optimism and teacher dedication. 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

  • 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 study identifies a gap in understanding the factors affecting teacher turnover in selected public schools. Prior work has not fully addressed the factors contributing to teacher turnover.

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

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764 open questions have been extracted from the limitations and future-work passages of 5,455 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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