EXPLORING MATHEMATICS TEACHERS' MOTIVATION TO CHANGE: A CASE STUDY

We investigated teachers' motivation to attend professional development sessions. In particular, this study explores why teachers engage in professional development as well as how personal and organizational factors influence teachers' professional development experiences. \Six teachers from grades K-6 and their math coach were interviewed at three different schools in a rural Midwestern County in the US. In addition, field observations were conducted. Data were analyzed qualitatively through there major categories-motivators, learning activities, and work context. We conclude that professional development activities form complex interrelationships with teacher motivation consisting of intrinsic and extrinsic motivators, a range of learning activities, and teacher work context. There is bidirectional interaction between each contributor and professional development.