Teacher Motivation and Engagement in Continuous Professional Development
DOI:
https://doi.org/10.70232/jrep.v3i4.260Keywords:
Teacher Motivation, Teacher Engagement, Continuous Professional Development, Professional LearningAbstract
Continuous Professional Development (CPD) is widely recognized as a key mechanism for enhancing teachers’ competencies and improving educational quality. Teacher motivation and engagement play a central role in determining the effectiveness of CPD, influencing both participation in professional learning activities and the transfer of acquired knowledge into classroom practice. This systematic literature review aims to identify and synthesize the factors that influence teacher engagement in CPD programs and to explore their implications for the Albanian educational context. The review also seeks to bridge the gap between theoretical perspectives on teacher professional development and their practical implementation in schools. A systematic literature review approach was employed to examine empirical and theoretical studies addressing teacher motivation, engagement, and professional learning. Relevant literature was identified and analyzed using predefined selection criteria, and recurring themes were synthesized to provide a comprehensive understanding of the factors affecting teacher engagement in CPD. The findings reveal that teacher engagement is enhanced when CPD programs are aligned with teachers’ professional goals, incorporate collaborative learning opportunities, recognize professional achievements, and are supported by effective school leadership. Furthermore, reflective practices and continuous feedback mechanisms were identified as essential elements for sustaining long-term engagement and promoting meaningful professional growth. The review also highlights several context-specific challenges, including disparities between educational policies and implementation practices, as well as unequal access to high-quality professional development opportunities. These challenges are particularly evident in educational systems undergoing reform and transition. The study concludes that sustained teacher engagement in CPD is shaped by the interaction of individual motivation, collaborative learning structures, digital learning opportunities, and organizational support. The findings provide practical implications for educators, school leaders, professional development providers, researchers, and policymakers seeking to design more effective, inclusive, and context-responsive CPD initiatives that foster continuous professional learning and improve educational outcomes.
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