In the context of recent education reform in Wales, new initiatives are focused on the professional learning of teachers, emphasising the importance of being evidence-informed practitioners to achieve positive student outcomes (Welsh Government, 2019a). My research offers insight into teachers' motivations to engage in professional learning by exploring the experiences of schoolteachers enrolled in a Master of Education programme in Wales. Informed by an Interpretive Phenomenological Analysis (IPA) methodology, data was collected through an analysis of personal statements submitted before participants began the master’s programme and through semi-structured interviews conducted during their studies. The findings reveal the complexities of schoolteachers’ personal and professional lives, where they have an intrinsic desire to improve their professional practice driving their motivation. Participants discussed the strategies that helped maintain their motivation and the influence of peer networks. A key finding was the role of personal support networks, which had a major influence on participants’ decisions to apply for postgraduate study and their motivation to stay engaged with their learning. However, a concerning finding emerged from the interview data as participants reported a notable lack of support from their teaching context, including advocacy and reinforcement of their learning in a Master of Education programme. This finding is especially troubling, as extant literature consistently highlights the vital role of such support for teacher professional learning and professional growth.
If teachers do not perceive that their professional learning from a Master of Education programme is valued by their workplace, this could present challenges for the Welsh education sector in building a culture of learning within schools. If unaddressed, these challenges could undermine teachers’ intrinsic motivation to pursue ongoing learning, leading to feelings of being undervalued and creating negative working environments, which may in turn contribute to a decline in teacher quality. Research findings suggest that the Welsh Government must continue to support the development of a strong learning culture where teachers, schools and universities collaborate to enhance professional learning for schoolteachers. Support is essential for providing teachers with the guidance and resources they need to succeed in their professional learning and to positively impact their teaching practice. In turn, this would improve classroom practice and student outcomes. Failing to address these challenges risks undermining the progress of education in Wales, despite the Welsh Government's commitment to its improvement.
Key Words: Teacher Motivation, Teacher Professionalism, Professional Learning, Teacher Well-being, Interpretative Phenomenological Analysis, Communities of Learning
