The Correlation between the Teacher Ranking System and the Teacher Professional Development in Light of the Self-Determination Theory

Objectives: This study aimed to explore the relationship between the Teacher Ranking System (TRS) and teachers' professional development (TPD) at Ajloun Directorate of Education in light of Self-determination theory (SDT). It further tried to explore whether there was any Relationship between the TRS and teachers' documentation and self-reflection skills. Method: The sample of the study consisted of 350 teachers. The researcher utilized a research design which employed quantitative methods for most questionnaire items, combining them with qualitative information. Accordingly, a 3-likert scale questionnaire was constructed. To identify the type of teachers' motivation in the PD activities, a mini-motivation scale was developed. Results: The study showed that the majority of teachers had 'Identified motivation' towards participating in micro and macro PD activities. It also showed that the Rank teachers have, especially the senior and expert teacher ranks played a significant role in their participation, documentation and self-reflection skills, while gender and qualification did not show vivid significant effects. These results align with the premises of the SDT, particularly autonomy, relatedness, competence and internalization. Conclusion: The researcher recommends that the Ministry of Education come up with new teacher ranks to keep teachers highly motivated, and to increase their level of self-determination.