Research on the impact of educators’ motivations toward their professional and ecological competences development

Abstract

Considerable research has been conducted based on the assumption that educators’ intention on ecological and professional competences development is associated with educators’ genders and different institute locations. In this study, researchers go beyond the previous studies by synthesizing relevant empirical research on the topic has been limited to individual investigations of the links between educators’ self-reported motivations and self-reported institute locations. The purpose of this study was to systematically analyze the research exploring how different genders and institute locations affect educators’ motivations on PD. After applying meta-analysis technology to integrate and analyze relevant empirical studies, the major findings as follows: First, analysis of 48 studies representing 15,038 participants reveals a positive correlation (ES=0.10, 95%CI=0.09~0.12) between overall different genders and educators’ motivations on ecological and professional competences development. The strongest effect found was for ‘expectations from others’, while the smallest was ‘pursue toward achievement’. While the strongest effect found on the intentions of ‘female’ educators was for avoidance/stimulation, the smallest effect was organizational development for ‘male’ educators. Second, analysis of 67 studies representing 4,442 participants reveals a positive correlation (ES=.083, 95%CI=0.06~0.10) between overall different institute locations and educators’ motivations on ecological and professional competences development. The strongest effect found was in institutes in ‘suburban’ areas while the smallest effect was in ‘county’ areas. Implications and suggestions for future research will be discussed.