MOTIVATIONAL FACTORS IN INDONESIAN SECONDARY EFL TEACHERS’ ONLINE CPD PARTICIPATION
Abstract
Motivation plays a critical role in driving teachers to engage in continuous professional development (CPD), influenced by a combination of intrinsic and extrinsic factors alongside contextual challenges. This study investigates the motivational factors shaping Indonesian secondary EFL English teachers’ participation in the Pengembangan Kompetensi Guru Bahasa Inggris (PKGBI) program, an online CPD initiative organized by the Ministry of Education. Employing a qualitative case study design, data were collected through an online questionnaire consisting of Likert-scale and open-ended items. Findings reveal that both intrinsic (e.g., self-improvement, teaching competence) and extrinsic motivation (e.g., institutional support, career advancement) strongly influence participation. However, significant contextual barriers, such as unequal access to technology, inadequate infrastructure, and time constrains continue to hinder participation, particularly among rural teachers. The study suggests the need for smaller, context-sensitive CPD programs tailored to local conditions. By leveraging motivational factors and addressing participation barriers, such programs can enhance teacher engagement and ultimately contribute to better educational outcomes.
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