Understanding teachers’ motivation to undertake a postgraduate degree: the influence of ‘expectancy of success’ and ‘expectancy of value’ beliefs

Abstract

Postgraduate study is both challenging and demanding. Additionally, for teachers who study part time while employed full time, there are additional professional demands. So why would they enrol in postgraduate study? Utilising expectancy-value theory, the motivations of 27 experienced teachers for undertaking and completing a masters degree were explored. In using this theory, it appears that teachers’ expectancy of value beliefs and expectancy of success beliefs were evident prior to, and throughout, their academic journey. However, the four different components of task value altered over this journey. How these motivational sources presented themselves and changed over time are discussed. The findings from this research have the potential to assist those working in Higher Education to better understand the motivational forces that drive students to return to study, particularly when they have demanding professional roles within a workplace, and how they can be supported to ensure successful completion.