Publication Date

5-2025

Date of Final Oral Examination (Defense)

3-24-2025

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Jesús H. Trespalacios, Ph.D.

Supervisory Committee Member

Yu-Hui Ching, Ph.D.

Supervisory Committee Member

Ross Perkins, Ph.D.

Abstract

Professional development (PD) is crucial for improving teaching effectiveness, but state mandates and traditional models often fail to engage teachers by meeting their diverse needs, fitting into busy schedules, offering choices, or fostering meaningful instructional changes. The mixed methods study addresses this gap by investigating the specific motivations of K-12 public school teachers to voluntarily engage in microlearning professional development (mLPD) as an alternative to traditional PD approaches. Guided by Self-Determination Theory (SDT) and Adult Learning Theory (ALT), the research examines how intrinsic and extrinsic motivations influence participation, exploring the appeal of microlearning’s brevity, relevance, and autonomy. Quantitative data from the Work Task Motivation Scale for Teachers (WTMST) revealed high levels of intrinsic motivation, with participants valuing autonomy, competence, and relevance. Qualitative findings confirmed these trends, highlighting the significance of choice, job-embedded learning, and practical applicability, with time efficiency, thematic content, and supportive formats cited as key motivators. Integrating quantitative and qualitative results emphasized microlearning’s potential to address barriers in traditional PD by fostering intrinsic motivation and aligning with educators’ professional identities. Practical implications include designing PD programs prioritizing flexibility, contextual relevance, and collaborative opportunities. The study contributes to the literature by bridging motivational theories with innovative PD strategies, offering actionable insights for fostering lifelong learning in K-12 education.

DOI

https://doi.org/10.18122/td.2349.boisestate

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