Supporting novice kindergarten teachers’ motivation: the role of a professional development program
Bibliographic record
Abstract
Novice kindergarten teachers face many challenges during professional induction, which can cause them difficulties and contribute to their abandoning the profession. To support novice teachers’ work motivation and retention, a professional development program–designed to support satisfaction of their basic psychological needs (Ryan & Deci, 2017; Ryan & Vansteenkiste, 2023) and meet effectiveness criteria (Desimone, 2009)–was implemented as a professional induction support measure. Explanatory interviews were conducted with six participants. Using thematic and emergent content analysis, we documented participants’ sources of motivation in their actual activity in a substitute teaching context. Results suggest that the quality of motivation manifested by the participants improved over the course of their participation in the program. Our findings regarding the sources of novice kindergarten teachers’ motivation in their actual activity shed light on the challenges they experience during professional induction. Scientific and applied implications of these findings are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".