Motivation and collaboration: The keys to a developmental framework for teachers' professional learning

The current study contributes to the growing body of empirical research on the connection between motivation and teachers' learning across professional life phases. With data from 253 practicing teachers, we tested hypothesized relationships through structural equation modelling in order to answer the question: How do practicing teachers' efficacy beliefs and engagement influence their professional learning beliefs? Results highlight the positive relationship between motivational constructs and professional learning - specifically, when learning is collaborative. Conclusions include implications for future research and a proposed integrative theoretical and developmental framework for understanding teachers' motivation and professional learning.