The Math and Science Partnership – Motivation Assessment Program
MSP-MAP was 
established to make available and promote the use of reliable and valid scales for the measurement of motivation-related person and situation variables that influence math and science achievement. MSP-MAP (2003-2007) primarily focused on students, but included teachers as well. MSP-MAP II (2009-2012) is concerned with teachers’ motivation to engage in professional development. Information about the rationale and goals of MSP-MAP II is also found under the “About” menu.
Teacher Motivation for Professional Development
Teacher professional development (PD) is an essential feature of instructional interventions in general, and for the improvement of students’ math and science learning and achievement in particular. The more motivated teachers are to participate and engage in PD, the more likely they will be to profit from the experience. Teacher motivation in PD is directly linked with classroom enactment of PD approaches, content and skills, and it is indirectly related to increasing the likelihood of desirable student outcomes. Informed by theory and empirical evidence from research on student and teacher motivation, and by a model of teacher motivation to participate in PD (PDM), a national study of teachers (n = 552) examined the level of PDM, teachers’ experiences in PD, and their perceived benefits of PD. Also examined were how perceived experiences and benefits were associated with features of PD programs and teacher and contextual factors.
Teacher Motivation and Professional Development: A Guide to Resources
Teacher Motivation and Professional Development: A Guide to Resources provides information on teacher motivation for those planning, conducting, and evaluating PD in math and science. Over 250 resources relevant to teacher motivation and PD were identified and categorized. Categories are described with representative citations, commentaries, and examples to facilitate the search for relevant information. General trends in the literature are noted, including the importance of teacher self-efficacy, the need for collaboration, intrinsic rewards, teacher autonomy, administrative support, and education policy. Given limitations in the existing literature, it was concluded that more research is needed to understand how reforms in curriculum and instruction affect teacher motivation for PD.
Teacher Motivation and Professional Development Database
In addition to the summary of the literature, resources have been categorized into a searchable database according to keywords that were used to describe or define teacher motivation related to professional development. Searching by categories will yield a list. It should be recognized that many resources are assigned to multiple categories.
Presentation at the 2012 LNC Conference
