Using expectancy theory as a lens for exploring the reasons behind teachers' lack of motivation for self-development in online teaching

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dc.contributor.authorOzaslan, Gokhan
dc.contributor.authorOzaslan, Asli
dc.date.accessioned2024-02-23T14:17:13Z
dc.date.available2024-02-23T14:17:13Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractOur aim in this multiple-case study was to uncover the reasons for teachers' lack of motivation for self-development in online teaching and to make recommendations on how to develop that motivation. We used Edward Lawler's model of expectancy theory as a lens to study this phenomenon. Our findings from twelve K-12 teachers revealed the following barriers to motivation: (1) feeling unable to achieve desired outcomes due to reduced instructional time, excessive student absences from online classes and lack of interaction with students, (2) insufficient external rewards, (3) inability to do what is necessary to maximise satisfaction with online teaching, (4) perceived temporariness of online teaching, and (5) lack of formal training necessary to understand the possibilities and limitations of online teaching. In addition, we have seen that Lawler's version of expectancy theory, although in need of improvement in some respects, is still appropriate for research on understanding teachers' motivation for self-development in online teaching. Based on the findings, we discussed implications for future research and practice. Our study contributes to the literature on online teaching motivation by providing a good example of a multiple-case study in which a well-defined theory is applied to a motivational phenomenon.en_US
dc.identifier.doi10.1080/0144929X.2022.2103026
dc.identifier.endpage1945en_US
dc.identifier.issn0144-929X
dc.identifier.issn1362-3001
dc.identifier.issue12en_US
dc.identifier.scopus2-s2.0-85135190478en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1931en_US
dc.identifier.urihttps://doi.org/10.1080/0144929X.2022.2103026
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13001
dc.identifier.volume42en_US
dc.identifier.wosWOS:000832560100001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Ltden_US
dc.relation.ispartofBehaviour & Information Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTeacher Motivationen_US
dc.subjectOnline Teachingen_US
dc.subjectExpectancy Theoryen_US
dc.subjectEdward Lawleren_US
dc.titleUsing expectancy theory as a lens for exploring the reasons behind teachers' lack of motivation for self-development in online teachingen_US
dc.typeArticleen_US

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