Akademik Veri Yönetim Sistemi
Sunum, 2025
As schools and educational institutions increasingly adopt
online training, questions arise regarding its efficacy in fostering teacher
motivation compared to traditional face-to-face training. The limited number of
empirical evidence about how training modes affect motivation creates a gap in
understanding how to best structure professional development programs to
maximize teacher participation. So, this study puts the hypothesis that there
is a significant difference in teachers' motivation to participate in
professional development based on the mode of training delivery (online vs.
face-to-face) and asks the question “How does the mode of training delivery
influence teachers’ motivation to participate in professional development?”. By
analysing quantitative data from surveys the study aims to provide
evidence-based recommendations for designing professional development programs
that effectively motivate teachers. This study addresses a critical aspect of
professional development by investigating how training delivery modes impact
teacher motivation. Its findings are expected to contribute to the educators,
policymakers, administrators and academic community.
Methodology, Methods, Research Instruments or Sources Used
This study utilized a quantitative, causal-comparative
research design to examine the relationship between the mode of training
delivery (online vs. face-to-face) and teachers' motivation to participate in
professional development. The participants consisted of 54 teachers working in
the state schools and selected through convenience sampling, who had experience
with either online or face-to-face professional development programs. Data were
collected using a structured survey, which included Likert-scale items to
measure motivation level. The independent variable was the mode of training
delivery, categorized as online or face-to-face, while the dependent variable
was the motivation score derived from the survey responses. Descriptive
statistics were used to summarize the data, independent samples t-test was
conducted to compare motivation scores between the two groups One-way ANOVA
analysis was carried out to find out about whether teachers' graduation levels
and type pf training effect the motivational situation of the teachers. Data
for this study were collected using a structured survey designed to measure
teachers' motivation to participate in professional development programs
delivered either online or face-to-face. The survey consisted of items rated on
a 5-point Likert scale, ranging from 1 ("Strongly Disagree") to 5
("Strongly Agree"). These items assessed various aspects of
motivation, such as engagement, perceived benefits, and preferences related to
the mode of training delivery. The survey also included a section for
demographic information, such as age, years of teaching experience, and prior
participation in professional development programs. The data analysis was
carried out for three sub-scales of the survey as "Motivation to
Participation", “Efficiency and Effectiveness” and “Quality and Content”
Scales.
Conclusions, Expected Outcomes or Findings
This study explored the impact of different training
delivery modes—online and face-to-face—on teachers' motivation to participate
in professional development. The findings indicate that while both modes offer
unique advantages, teachers’ motivation varies based on factors such as
engagement, perceived effectiveness, and content quality. The results suggest
that face-to-face training fosters stronger interpersonal interactions and
engagement, whereas online training offers flexibility and accessibility. Significant
differences in motivation levels between the two groups highlight the
importance of designing professional development programs that balance the
strengths of both modalities. These insights contribute to the broader
discourse on optimizing teacher training by recommending a blended approach
that integrates interactive, high-quality content with flexible learning
opportunities. Future research could further explore contextual factors, such
as institutional support and technological resources, to refine strategies for
enhancing teacher motivation in professional development initiatives.